•/TL  h  '** 


REESE  LIBRARY 


I 


UNIVERSITY  OF  CALIFORNIA. 
Deceive  J  J*s6~  ,189%. 

s  No.  h  y  (o  0  6.     Cla^  No. 


ORGANIC  EDUCATION 

A  Manual  for  Teachers  in  Primary 
and  Grammar  Grades 


BY     . 

HARRIET  M.   SCOTT 

.  4 

Principal  of  the  Detroit  Normal  Training  School 

ASSISTED  BY 


GERTRUDE  BUCK,  M.S. 
Instructor  in  English  in  the  Indianapolis  High  School 


ANN  ARBOR,  MICH. 
J.  V.  SHEEHAN 

1897 


Copyrighted 

BY  H.  M.  SCOTT 

1897 


Courier  Office,  Printers  and  Binders 
Ann  Arbor,  Mich 


The  main  purpose  of  this  book  is  to  report  a  plan  of  work 
that  has  been  in  operation  experimentally  for  some  years  in  one 
of  the  regular  ward  school  buildings  of  the  City  of  Detroit, 
Michigan.  Part  I  embodies  the  philosophical  interpretation  of 
the  plan.  It  presents  not  the  starting  point — for  that  was  purely 
practical — but  the  apparent  meaning  of  that  which  has  been  done. 
Part  II  is  a  detailed  statement  of  th$  methods  actually  pursued 
and  of  the  materials  actually  employed.  It  is  hoped  that  both 
parts  of  the  work  will  be  of  interest  and  perhaps  of  profit  to 
teachers  in  other  schools. 

For  reasons  which  need  not  here  be  given  a  considerable 
number  of  typographical  and  other  errors  appear  in  the  lists  of 
books  found  in  the  body  of  the  work.  In  the  list  given  in  the 
Appendix,  it  is  believed  that  the  most  serious  of  these  errors  have 
been  corrected. 

Grateful  acknowledgment  for  assistance  in  the  preparation 
of  this  book  is  made  to  the  teachers  in  the  Detroit  Normal  Train- 
ing School,  whose  unflagging  loyalty  and  enthusiasm  have  alone 
made  it  possible  to  carry  on  the  work  outlined  in  the  following 
pages. 

DETROIT,  MICHIGAN, 
June,  1897. 


CONTENTS. 

PART  I. 


CHAPTER  I. 
CHAPTER  II. 

r^T-T  A  PTTTT?  TTT 

The  Genesis  of  the  System, 
Fundamental  Principles, 
Methods                .         .                   « 

PAGE. 

;r 

•        •        7 

V^rlAl  J.  rLK  J.11. 

CHAPTER  IV. 

A.  The  Formal  Steps, 
B.  The  Sequence-Method, 
The"  Old  System  and  the  New     . 

._     .      13 
.:      .     26 

PART  II. 

INTRODUCTION, -39 

OUTLINES,    .        .     .    •     • 5° 

AGOONACK,  the  Little  Esquimaux  Girl,  5° 

HIAWATHA,  the  Indian  Boy, 51 

A.  Analysis  of  Character,      .         .         .....  51 

B.  Ethical  Aims, 54 

i.  Appearance,    ...-•••  55 

ii.  Clothing,          .         •         •  .       •         • .        •         -57 

iii.  Home,     ...•••         •         •  59 

iv.  Food,       .         .         •    '     •         •         •         •         •  63 

v.  School,  .         .         •         ...         -66 

vi.  Social  Life, 7» 

vii.  Industrial  Life         .    . 7* 

viii.  The  State, 74 

ix.  The  Church,             .         .                  ...  75 

KATSLU,  The  Aryan  Boy, 77 

A.  Analysis  of  Character, 77 

B.  Ethical  Aims, 

i.  Appearance, 8o 


ii.  Clbthing, 


Si 


CONTENTS.  V 

iii.   House,    ........       84 

iv.  School,  .         .         .         .         .  •       .         -Qi 

v.  Industrial  Life,         ......       93 

vi.  The  State, 76 

vii.  The  Church,  ......       97 

DARIUS,  the  Persian  Boy,      .         .         .         .         .         .         .     100 

A.  Analysis  of  Character,      .         .         .         .         .         .100 

•    B.  Ethical  Aims, 102 

i.  Appearance,  .         .         .         .         .         .103 

ii.  Clothing,          .......      104 

iii.  Home,     ........     106 

iv.  Food,      .         .         .         .         .         .         .         .no 

v.  School,  112 

vi.  Social  Life,      .         .         .         .  •       .         .         .115 

vii.  Industrial  Life,        .         .         .         .         .         .116 

viii.  The  State,        .         .         .         .         .         .         .117 

ix.  The  Church,  .         .         .         .         .         .118 

CLEON,  the  Greek  Boy,         .         .         .         .         .         .         .120 

A.  Analysis  of  Character,      .         .         .         .         .         .120 

B.  Ethical  Aims, 120 

i.  Appearance,  -123 

ii.  Clothing,          .......     125 

iii.  Home,  .         .         .         .         .         .         .127 

vi.  School, •  .     136 

v.  The  State, 139 

vi.  Social  Life,      .         .         .         .         .         .         .141 

vii.  Industrial  Life,        ......     144 

viii.  The  Church,  .         .         .         .         .         .145 

HORATIUS,  the  Roman  Boy, 

A.  Analysis  of  Character,      .         .         .         .         .         .148 

B.  Ethical  Aims  .......     149 

i.  Appearance,  151 

ii.  Clothing, 152 

iii.  Home,  .         .         .         .         .         .  155 

iv.  The  School,  .......  166 

v.  Social  Life,  .......  168 


VI  CONTENTS. 

vi.  Industrial  Life,         .         .         .          .         .         .170 

vii.  The  State,        .         .         .         .         .         .         .171 

viii.  The  Church,  .         .  .         .         .171 

WULF,  the  Saxon  Boy, .174 

A.  Analysis  of  Character,      .         .         .         .         ,  •      .     174 

B'  Ethical  Aims,  .         .         .         .         .         .         .175 

C.  Ideal  Embodied  in  Literature,  .         .         .         .175 

i.  Appearance,  .         .         .         .         .         .     176 

ii.  Clothing,          .         .          .         .         .         .         .      178 

iii.  Home,     ........     180 

iv.  School,  .         .         .         .  ,     •    .     185 

v.  Social  Life,      .         .         .         .         .1         .187 

vi.  Industrial  Life,        .         .         .         .         ^       .     188 

vii.  The  State, ..189 

viii.  Religion,          .         .          .         .         .         .         .      192 

GILBERT,  the  French  Boy,    .......     193 

A.  Analysis  of  Character, 193 

B.  Ethical  Aims,  .         .         .         .         .          .         .     194 

i.  Appearance,             .                  .         .         .         .  195 

ii.  Clothing,          .......  196 

iii.  Home,     ........  197 

iv.  School,             .                  201 

v.  Social  Life,      .                   203 

iv.  The  State,        .                  204 

vii.  The  Church,             ......  205 

COLUMBUS, 209 

A.  Analysis  of  Character,      ......  209 

B.  Ethical  Aims, 210 

i.  Appearance, 21 1 

ii.  Clothing,  .  .         .         .          .         .         .212 

iii.  Home,     .  .  •   .          .         .         .         .         .     213 

iv.  School,  .  .         .         .         .         .         .216 

v.  Industrial  Life,  .         .         .         .         .         .217 

vi.  Social  Life,  .  .         .         .         .         .         .     219 

vii.  The  State, 221 

viii.  The  Church,  .         .         .         .         .         .     222 


CONTENTS.  Vll 

RALEIGH, 222 

A.  Analysis  of  Character,      ......  222 

13.  Ethical  Aims, 224 

THE  PURITANS, 227 

A.  Analysis  of  Character,      .         .         .       •.         .      ,  .  227 

13.  Ethical  Aims,             .         .         .         .         .,.'..  228 

C.  General  Statement  of  Material,         .         .         .         .  228 

THE  DEVELOPMENT  OF  THE  NATION,          ;        .        .        .  234 

Grade  A  4,            ,.      <-v     '  .         .         .         .      .  .  .      .  234 

A.  Ethical  Aims,             .         .        •.'•'...        .         .  234 

13.  General  Statement  of  Material,          .         .         .  234 

Grade  B  5,              .         .         .         .         .                  ...  239 

General  Statement  of  Aims  and  Material,      .         .  239 

Grade  A  5,              .   '     V  '      .         .         .     -    .   •      .         .  246 

A.  Ethical  Aims,             .         ;         .         .         .   •  246 

B.  General  Statement  of  Material,          •.         .  •      .  246 
Grade  B  6,             .         .         .'       .         .         .   /     .         .  255 

A.  Ethical  Aims,            ".         .         .         .         .         .  255 

B.  General  Statement  of  Material,          .,        .    •     .  256 
Grade  A  6,             ,         .         .         .         .         .         .         .261 

General  Statement  of  Material,       .         .         .         .261 

Grade  B  7,              ......         .         ...         .  264 

A.  Ethical  Aims,             .         .         .         .         .         .  264 

B.  General  Statement  of  Material,          .         .         .  264 
Grade  A  7,              .         .         .         .         .                  .         .  269 

General  Statement,          .         .         .         .         .         .  269 

Grade  B  8,              ."..'.*.         ;         v        .   '      .  272 

A.  Ethical  Aims,             .         .         .         .         ...  272 

B.  General  Statement  of  Material,          .         .*        .  273 
Grade  A  8,              .         .         .         .         .         ...  276 

General  Statement  of  Material,      .         .         .         .  276 

APPENDIX — BOOKS  OF  REFERENCE,           ....  281 

INDEX, •        .        .  290 


PAET  I. 

THE  THEORY  OF  ORGANIZATION. 


'Education  is  not  a  preparation  for  life:  it  IS  life." 

JOHN  DEWEY 


CHAPTER  I. 
THE  GENESIS  OF  THE  SYSTEM. 

The  plan  outlined  in  this  book  has  gradually 
developed  itself  in  connection  with  the  work  of 
the  Normal  Training  School,  which  is  maintained 
by  the  city  of  Detroit,  Michigan,  as  an  integral 
part  of  its  public  school  system.  The  Training 
School  has  its  headquarters  in  one  of  the  regular 
ward-school  buildings  of  the  city,  and  here  the 
plan  lias  been  in  operation  for  the  past  four  years, 
with  such  results  as  seem  to  justify  some  presen- 
tation of  at  least  the  fundamental  principles 
involved  and  their  application  in  the  work  of  the 
school. 

The  plan  in  general  consists  of  the  use  of  cer- 
tain typical  peTio7firdf~rriTili^tion  as  material  for 
the  work  of  the  various  grades.  These  periods  have 
been  chosen  as  satisfying  the  natural  instincts  and 
interests  of  children  at  certain  stages  in  their  de- 
velopment, and  seem  to  be  consecutive  in  the 
lives  of  most  children,  as  well  as  in  the  history 
of  civilization.  The  periods  used  in  the  Detroit 
Training  School  are  the  following : 

The  Nomadic  Period,  represented  by  the  North 
American  Indian.  ~^ 

The  Pastoral  and  Agricultural  Periods,  repre- 
sented by  the  Early  Aryan  and  the  Persian. 


2  ORGANIC  EDUCATION. 

The  Greek  Period. 

The  Roman  Period. 

The  Germanic  Period. 

The  Period  of  Feudalism  and  Chivalry. 

The  Renaissance  Period. 

The  Puritan  Period. 

The  study  of  the  Puritans  in  America  is  fol- 
lowed hy  a  study  of  AmericjLP  nn.tir>mil  -da^4np- 
ment,  in  lines  of  political,  industrial  and  social 
^progress,  and  then  by  a  similar,  though  less 
detailed,  survey  of  the  civilization  of  the  other 
grand  continental  divisions  of  the  world,  and 
later  of  the  world  as  a  whole;  this  last  general 
view  of  the  progress  of  civilization  in  all  lines 
.forming  the  basis  for  a  study  of  sociology  in  the. 
seventh  and  eighth  grades,  with  especial  reference 
to  the  family  and  the  state,  as  social  institutions.1 

The  foregoing  rough  sketch  of  the  plan  in 
operation  in  the  Detroit  Training  School,  must 
inevitably  have  suggested  to  the  well-informed 
reader  the  "culture-epoch"  schools  of  Germany 
and  America.  With  these,  indeed,  the  Detroit 
plan  has  its  closest  affinities,  differing  from  them, 
notwithstanding,  in  some  very  striking  and  funda- 
mental particulars.  So  essential  is  a  right  under- 
standing of  these  identities  and  differences  to  a 
comprehension  of  the  Detroit  plan,  that  it  may  be 
permitted  to  turn  aside  for  a  moment  from  the 
straight  course  to  discuss  the  present  status  of  the 

1  More  detailed  statements  of  the  work  done  under  these 
general  heads  will  be  found  in  Part  II. 


<,7-:.Y/«;.s7N  OF  TJIJ:  SYSTEM.  3 

culture-epoch  theory  and  its  relations  to  this  ex- 
periment. 

It  must  at  the  outset  be  admitted  that  the  con- 
ception of  child-development  as  being  a  repetition 
in  little  of  the  history  of  civilization  belongs  to 
the  class  of  poetic  fancies  rather  than  to  that  of 
scientific  facts.  It  has  been  a  theory  of  the  ideal- 
ists in  literature,  philosgphy,  and  pedagogy— Les- 
sing,  Herder,  Goethe,  Schiller,  Kant,  Fichte,  Hegel; 
and  Comte,  Rousseau,  Pestalozzi,  Froebel,  Herbart, 
Emerson,  and  others.  The  biological  analogy  has 
gone  far  to  strengthen  this  conception,  adding  to 
the  names  above  cited  those  of  Huxley  and  Spen- 
cer; but  iu  all  this  distinguished  company  of 
believers,  not  one  has  vouchsafed  more  than  intu- 
itive, or,  at  most,  analogical  reasons  for  the  faith 
that  was  in  him. 

The  essentially  poetic  character  of  the  theory  is 
not,  however,  by  any  means  conclusive  against  its 
validity,  but  rather  may  be  held  to  establish  a  pre- 
supposition in  its  favor,  since  every  demonstrated 
scientific  certainty  has  at  some  time  passexl  through 
this  mythical  or  poetic  stage,  on  its  way  to  the 
prosaic  land  of  fact.  As  the  u  music  of  the  spheres" 
was  a  conception  necessarily  antecedent  to  that  of 
gravitation,  and  the  "resurrection  of  the  body"  to 
that  of  the  conservation  of  matter  and  energy,  so 
it  may  be  that  the  culture-epoch  theory  is  the 
embryo  of  a  scientific  truth. 

Its  opponents,  however,  do  well  to  insist  that  it 
is  at  this  stage  only  an  embryo,  and  a  hypothetical 


4  ORGA  NIC  ED  VGA  TION. 

one  at  that.  Our  German  friends,  Drs.  Ziller  and 
Rein,  with  their  numerous  and  estimable  constitu- 
ency, have  seemed  to  stray  at  this  point,  assuming 
the  theory  as  demonstrated,  and  thereupon  build- 
ing their  systems.  This  position  is  undoubtedly 
open  to  severe  criticism  from  the  philosophical 
standpoint.  It  is  a  virtual  begging  of  the  whole 
question  at  issue. 

But  that  the  problem  is  capable  of  solution,  and 
even  that  it  will  be  resolved  at  some  time  not  far 
distant,  seems  to  be  indicated  by  the  prodigious 
interest  in  child-study  which  is  now  sweeping  the 
world.  This  is  the  direction  from  which,  if  at  all, 
comes  our  help.  And  it  is  as  a  contribution 
toward  the  solution  of  the  problem  on  the  practi- 
cal side  of  child-study  that  this  report  has  been 
prepared  of  the  educational  experimentation  which 
has  been  carried  on  for  the  past  four  years  in  con- 
nection with  the  work  of  the  Detroit  Normal  Train- 
ing School. 

The  point  will  bear  further  emphasis  that  the 
plan  presented  is,  so  far,  only  a  practical  expedi- 
ent for  meeting  certain  observed  conditions  o. 
child-life,  its  success  or  failure  in  meeting  these 
conditions  constituting  the  data  for  the  theoretical 
conclusions  drawn.  Otherwise  stated,  the  genesis 
of  the  plan  has  been  purely  practical,  the  theory 
being  an  afterthought.  The  systematic  study  of 
individual  child-life  upon  which  the  system  is 
based,  was  undertaken  in  the  Detroit  Training 
School,  not  at  all  for  any  speculative  purpose,  but 


GENESIS  OF  THE^ftgggm^r          5 


j  merely  in  order  that  the  normal  instincts  and 
/  interests  of  each  child  might  be  properly  fed  by 
/  the  material  and  methods  used  in  the  school. 
Various  experiments  were  made  to  this  end,  and 
when  the  material  which  seemed  best  adapted  to 
the  mental  development  of  each  grade  was  sup- 
plied to  it,  this  material  was  found,  taken  as  a 
whole,  to  exemplify  the  underlying  idea  of  the 
culture-epoch  theory.  That  is,  specifically,  the 
fundamental  instincts  of  the  majority  of  the  first- 
grade  children  upon  entering  school  were  found  to 

• 

be  a  restless  curiosity,  a  naive  sort  of  imaginative- 
ness, and  tendencies  toward  contrivance  of  a  crude 
order,  in  short,  such  instincts  as  characterize  the 
Nomadic  Period  in  civilization.  Stories  about 
Hiawatha  suggested  themselves  as  answering  the 
interest  of  these  children,  and  were  successfully 
used.  In  the  second  grade,  the  Greek  myths  were 
found  to  appeal  most  strongly  to  the  pupils,  as 
embodying  their  own  instinctive  attitude  toward 
life;  and  after  a  while  in  another  grade  stories  of! 
chivalry  were  demanded  by  the  children  in  re- 
sponse to  the  dawnings  of  chivalric  impulse  only 
half  recognized  by  themselves.  From  such  sug- 
gestions on  the  part  of  the  children  the  entire 
system  has  little  by  little  arisen,  without  any  idea 
at  the  outset  of  its  being  a  "  system  "  at  all.  Every 
expansion,  retraction,  or  modification  of  the  work 
has  been  made  at  the  initiative  of  the  children, 
and  the  coherence,  if  the  system  may  claim  any, 
is  the  coherence  of  the  naturally  developing  organ- 


6  ORGANIC  EDUCATION. 

ism,  rather  than  that  of  the  artificial  structure. 
It  was,  indeed,  in  the  earlier  stages  of  the  work,  A 

almost  invariably  true  that  the  significance  of  an 
expansion  or  modification  of  the  plan  in  detail 
would  be  evident  to  the  teacher  or  principal  only 
after  it" had  been  found  necessary  from  the  stand- 
point of  the  children,  and  thus  adopted.  For 
instance,  the  Indian  and  the  Greek  stories  had 
expanded  into  a  large  view  of  the  Indian  and  the 
Greek  civilizations  in  response  to  the  demands  of 
the  children  for  more  and  more  details  in  connec- 
tion with  these  stories,  before  it  became  quite 
apparent  "that  this  meant,  in  each  case,  a  "  culture- 
epoch  "  study.  But  even  then  the  point  was  not 
assumed,  but  tested  steadily,  and  is  still  being 
tested  in  the  school,  without  any  idea  that  the 
"culture-epoch"  theory  has  been  thereby  estab- 
lished, and,  it  must  be  confessed,  with  far  less 
desire  to  see  it  established  than  to  devise  more 
and  more  efficient  means  for  widening  and  enrich- 
ing the  dawning  interests  of  the  child. 


CHAPTER  II. 

FUNDAMENTAL  PRINCIPLES. 

When  the  plan  had  unfolded  itself  sufficiently 
to  manifest  its  family  likeness  to  the  "  culture- 
epoch "  system,  it  also  disclosed  some  very  strik- 
ing divergences  from  that  system  as  applied  by 
Ziller  and  his  followers  in  the  German  school.  In 
the  first  place,  the  "culture-epochs  "  used  in  the  for- 
eign schools  confine  themselves  largely  to  German 
and  biblical  history,  whereas  any  American  sys- 
tem must  of  necessity  accommodate  itself  to  the 
breadth  of  our  national  inheritances,  and  to  the 
non-sectarian  principles  of  our  schools.  Conse- 
quently the  periods  of  development  used  in  the 
Detroit  Training  School  have  been  representative 
phases  or  stages  in  world-civilization,  rather  than 
epochs  in  the  history  of  one  or  two  chosen  peoples; 
and  the  ethical  element  has  become,  from  an  ex- 
traneous addition,  the  core  and  essential  spirit  of 
the  whole. 

Part  II,  containing  the  Outlines  for  the  work 
done  in  the  school,  will  serve  to  indicate  somewhat 
in  detail  the  periods  of  development  chosen,  and 
the  considerations  which  ha\e  led  to  their  use  in 
the  grades  to  which  they  are  assigned.  These 
considerations  are  in  general,  as  has  been  empha- 
sized throughout,  the  normal  instincts  and  inter- 


8  ORGANIC  ED  VGA  TION. 

ests  of  the  children  of  the  grade  in  question.  It  is 
perhaps  sufficiently  evident  from  this  fact  how 
elastic  is  conceived  to  he  the  u  correspondence  " 
between  the  period  of  development  in  the  child 
and  the  culture-epoch  chosen ;  and  how  subservi- 
ent any  idea  of  such  a  correspondence  must  be  held 
to  the  actual  facts  of  individual  child-life  as  ob- 
served and  interpreted  by  the  teacher. 

The  second  great  divergence  of  the  Detroit  Train- 
ing School  from  the  German  system  is  found  in 
the  essential  differences  between  the  organization- 
and  the  concentration-methods  of  using  the  ma- 
terial provided.  The  German  schools  carry  on 
simultaneously  several  distinct  lines  of  work,  for 
instance,  German  and  biblical  histor}7,  nature- 
study,  drawing,  language,  arithmetic  or  number, 
establishing  between  them,  in  the  teaching,  some 
connection,  either  artificial  or  natural,  for  the  sake 
of  unity.  The  Detroit  school,  on  the  other  hand, 
starting  from  a  certain  period  of  race  development, 
successively  differentiates  this  period  into  all  its 
various  inter-related  activities,  industrial,  artistic, 
scientific,  mathematical,  political,  social,  religious, 
and  then.,  by  comparison  with  other  periods,  unifies 
it  again  into  what  seems  to  be  its  fundamental  idea 
or  central  principle,  which  as  such  has  always  an 
ethical  bearing.  And  these  unified  activities  con- 
stitute with  their  respective  details  the  subject- 
matter  for  the  grade.  The  various  branches  of 
study  are  not  correlated  or  co-ordinated  or  con- 
centrated by  artificial  means,  but  all  have  sprung 


FUNDAMENTAL  PRINCIPLES.  9 

immediately  from  the  same  trunk.  The  work  of 
unification  has  been  done  before  ever  the  teacher 
laid  hand  upon  it.  Her  function  is  only  to  dis- 
close the  natural  and  organic  unity  pre-existing  in 
the  material. 

Every  period  studied  may  be  said  to  branch  into 
three  great  trunks,  nature,  institutions,  and  art. 
"  Nature "  means  both  the  physical  conditions 
(recognized  and  usad)  of  the  period,  and  the 
current  scientific  conception;  "institutions,"  the 
industrial,  social,  political  and  religious  features 
of  the  age;  "art,"  the  inventions,  mechanical 
devices,  architecture,  sculpture,  painting,  literature 
and  music.  This  constitutes  the  material,  which 
is  treated  in  three  ways:  (1)  by  comparing  it  in 
detail  with  the  corresponding  features  of  other 
civilizations,  and  in  particular  with  those  of  our 
own  age;  (2)  by  measuring  and  calculating  vari- 
ous details  by  means  of  standards  both  of  that 
time  and  of  our  own;  (3)  by  expressing  in 
various  forms  the  different  ways  in  which  the 
civilization  of  the  period  manifested  itself,  as  well 
as  some  of  the  corresponding  ways  in  which  our 
own  civilization  is  embodied. 

These  different  aspects  of  the  material  and  the 
ways  in  which  it  is  to  be  handled  are  discussed  at 
length  in  the  introduction  to  the  Outlines,  Part  II; 
but  perhaps  enough  has  been  said  here  to  indicate 
the  purpose  of  using  the  material  at  all.  To  some 
practical  teachers  it  may  not  have  seemed  a  suf- 
ficient answer  to  say,  as  was  said  in  the  last  chap- 

2 


10  ORGANIC  EDUCATION. 

ter,  that  the  child  is  "  interested*'  in  the  material. 
Why  not  interest  the  child  in  material  that  may  be 
more  directly  useful  to  him?  Of  course  the  crucial 
point  here  is  the  conception  of  "useful."  What 
is  useful  to  an  individual,  at  any  period  in  his  de- 
velopment? There  will  hardly,  at  this  stage  in 
educational  science,  be  any  controversy  over  the 
answer :  Whatever  furthers  his  harmonious  inter- 
action with  the  social  organism  of  which  he  is  a 
member.  And  this  harmonious  interaction  pre- 
supposes a  knowledge  of  the  social  structure  of  the 
present  such  as  may  indeed  be  imperfectly  gained 
by  mere  contact  with  the  organism  as  it  is  today, 
but  which  is  obtained  far  earlier,  more  economically 
and  more  successfully  by  a  careful  adjustment  of 
this  contact  to  the  child's  capacities  for  interpret- 
ing it.  This  complex,  multifarious,  highly  differ- 
entiated social  organism  is  of  necessity  incompre- 
hensible to  the  comparatively  simple,  homogene- 
ous, half-awakened  mind  of  the  child.  Some  of  its 
earlier,  less  complicated  stages,  however,  he  seems 
eager  to  grasp  and  assimilate — a  new  interest  and 
a  greater  power  of  assimilation  resulting  from  his 
mastery  of  the  primitive  phase.  By  continual 
comparison  %of  each  feature  of  the  simpler  struc- 
ture, with  the  correspondent  features  of  our  mod- 
ern society,  he  comes  little  by  little  to  comprehend 
the  latter,  and  that  in  a  much  more  thorough- 
going sense  than  can  the  average  man  who  has  no 
idea  of  how  the  present  order  of  things  has  come 
to  be.  This,  then,  is  the  whole  object  of  the  study 


FUNDAMENTAL  PRINCIPLES.  11 

of  the  past, — to  know  the  present.  It  is  a  clear 
case  of  the  longest  way  round  as  the  shortest  way 
home.  The  spontaneous  interests  of  the  child 
have  simply  given  us  a  clue  which  we  may  follow 
with  him  into  the  heart  of  the  labyrinth  of  modern 
society.  Or,  to  change  the  figure,  we  have  simply 
by  this  method  built  a  bridge  for  him  from  his 
present  interests  to  his  future  interests.  Of  what 
material  the  bridge  chances  to  be  made,  is  really  a 
minor  question,  so  long  as  it  be  capable  of  carrying 
the  child  on  his  way,  from  interest  to  interest.  This 
antithesis  must  not,  however,  induce  us  to  forget 
that  the  two  sets  of  interests  are  after  all  the  same, 
one  being  only  the  broadening  and  deepening  of 
the  other.  Keeping  close  to  literal  fact,  it  may  be 
said  that  this  method  is  the  progressive  organiza- 
tion of  the  child's  interests.  And  this  means 
nothing  else  than  life  itself.  Education  is  the 
widest  and  deepest  living  possible  at  any  given 
moment.  Or  it  is  the  most  highly  developed  inter- 
relation of  life — on  the  one  hand,  the  life  of  the 
individual,  on  the  other,  that  of  the  social  organ- 
ism. And  the  relations  of  organism  to  individual, 
are,  from  the  standpoint  of  the  individual,  his 
interests,  physical,  economic,  social,  artistic,  relig- 
ous.  Hence  it  is  plain  why  education,  which  is, 
in  the  universe-sense,  life  itself,  may  be,  from  the 
practical  side,  defined  as  the  progressive  organiza- 
tion of  individual  interests.  If  such  definition  be 
accepted,  it  becomes  evident  at  once  why  it  is 
impossible  to  determine  what  is  useful  for  the 


12  ORGANIC  EDUCATION. 

child  to  learn,  except  as  bis  interests  shall  first 
point  toward  it.  They  are  the  unfailing  indicators 
of  the  path  to  be  pursued.  We  speak  unthinking- 
ly of  ''creating  an  interest"  in  a  certain  subject; 
but  none  of  us  ever  does  it.  None  of  us  ever  can  do 
it.  The  most  we  can  do  is  to  expand  or  enrich  an 
already  existent  interest.  And  the  education  of 
today  cheerfully  makes  Hobson's  choice  in  full 
recognition  of  the  fact  that  the  following  of  nature 
enriches  both  teacher  and  pupil  an  hundred  fold 
more  even  than  the  denial  of  nature  has  heretofore 
impoverished  them. 


CHAPTER  III. 
METHODS. 

A.       THE  FORMAL  STEPS. 

On  the  method,  or  formal,  side,  the  work  done 
in  the  Detroit  Training  School,  embodies  the  fun- 
damental principles  discussed  in  the  previous 
chapter.  Not.  indeed,  that  the  methods  employed 
have  been  adopted  with  a  view  to  their  consonance 
with  the  general  theory.  In  fact,  as  has  been 
already  perhaps  sufficiently  indicated,  the  general 
theory  was  born  of  the  practical  work,  not  the  work 
of  the  theory.  And  the  methods  used,  both  in 
general  and  in  detail,  have  come  into  being  as  the 
result  of  long  experimentation,  being  in  no  sense 
deductions  from  a  preconceived  idea.  They  may 
all,  however,  be  interpreted  in  the  light  of  the  fun- 
damental principle  of  the  entire  system — that  of 
the  progressive  organization  of  interests.  For  in- 
stance, each  lesson  is  presented  by  the  teacher 
according  to  certain  formal  steps1  which  seem  to 
represent  most  definitely  the  essential  stages  in  the 
organization  of  any  new  interest.  These  steps  may 
perhaps  appear  unnecessarily  rfgid  in  terminology 
and  distinctions,  but  they  are  regarded  by  the 

1  It  should  be  stated  that  these  formal  steps  are  an  adap- 
tation of  those  defined  by  the  Herbartiau  school. 


14  ORGANIC  EDUCATION. 

teachers  essentially  as  guide-posts,  unimportant  in 
themselves,  though  all-significant  as  indicators  of 
the  road. 

The  teacher  first  prepares  for  every  lesson,  on 
her  own  part  hy  thinking  out  in  detail  the  subject- 
matter  of  the  lesson  in  its  relations  to  the  interests 
of  the  children  as  she  knows  them,  determining 
definitely,  on  this  basis,  both  the  general  and  the 
specific  purpose  of  presenting  the  subject  to  them  at 
all.  On  the  children's  part,  she  will  make  prepa- 
ration by  bringing  to  the  foreground  of  their  con- 
sciousness some  known  interest  of  theirs,  which 
the  material  she  intends  to  present  will  still  further 
stimulate  and  satisfy.  Suppose,  for  instance,  that 
she  wished  to  give  a  lesson  upon  the  Invention  of 
Printing.  She  will  prepare  for  it  by  recalling  to 
the  children's  minds  the  progress  they  have  before 
noted  in  the  means  used  for  communication,  from 
the  carved  stone  or  vase  of  the  Ancient  Aryans, 
through  the  Persian  stamped  bricks  and  cylinders, 
the  Greek  vellum  manuscript,  and  the  Roman 
papyrus  rolls,  down  to  the  illuminated  parchment 
of  chivalric  days. 

Their  interest  in  this  progressive  development 
now  demands  further  satisfaction  in  the  presenta- 
tion of  the  new  materials,  namely,  the  story  of  the 
cheapening  of  paper,  the  experiments  with  block- 
printing  upon  it,  and  finally  the  invention  of  mov- 
able types. 

The  next  step  is  termed  "  organization,"  though 
the  name  belongs  rather  to  the  whole  process  than 


METHODS.  15 

to  any  single  stage  in  it.  However,  since  this  step 
is  the  climax  of  the  lesson,  and  no  other  word 
seems  adequate  to  convey  the  breadth  and  thorough- 
ness of  the  desired  interrelating,  the  term  "organ- 
ization" may  perhaps  be  allowed  to  stand.  The 
new  material,  if  it  is  not  to  be  a  dead  weight  in- 
stead of  a  vital  experience,  must  grow  naturally 
out  of  the  previous  knowledge  of  the  children, 
enriching  all  the  old  facts  and  giving  impetus  to 
the  organization  of  new.  To  insure  this  result,  the 
teacher  must  not  only  see  that  each  point  presented 
is  clearly  conceived  but  must  develop  carefully  from 
the  history  of  former  methods  of  communication, 
and  from  the  history  of  the  age  in  which  printing 
was  invented,  the  relations,  industrial  and  social, 
between  this  period  and  all  others,  which  made 
such  invention  possible  in  its  own  age  as  not  be- 
fore. By  this  means  the  children  are  enabled  to 
discover  the  meaning  of  this  new  invention  and  of 
the  long  struggle  toward  it  through  the  ages.  By 
tactful  questioning  they  can  be  led  to  see  for  them- 
selves why  men  wanted  means  of  communication 
at  all,  and  thus  to  formulate  with  greater  or  less 
definiteness  the  idea  of  the  brotherhood  of  man, 
the  unity  of  society,  or  the  principle  of  co-opera- 
tion,— whichever  forms  of  the  conception  may 
seem  most  natural  or  true.  This  point  is,  of  course, 
not  to  be  forced,  but  if  the  interest  of  the  children 
be  fairly  met  at  every  point  and  not  obstructed  by 
the  presentation  of  the  facts  really  or  apparently 
unrelated,  they  will  follow  its  trail  far  beyond  the 


16  ORGANIC  EDUCATION. 

blazings  of  ordinary  travel,  to  the  ultimate  meaning 
discernible  by  them.  This  step  is  called  generali- 
zation or  abstraction. 

The  underlying  "meaning  or  principle  should, 
when  disclosed,  be  used  as  a  clue  to  determine  the 
significance  of  other  related  phenomena.  In  this 
case  the  meaning  of  communication  may  be  applied 
to  the  newspapers  of  the  present,  to  the  letter- 
writing  of  the  children,  and  to  written-work  they 
do  in  school,  with  a  view  to  establishing  the  essen- 
tial characteristics  of  such  forms  of  intercourse. 
And  this  application  may,  perhaps,  enable  the 
children  to  see  why  their  own  writing  should  be 
interesting  and  clear  for  purposes  of  effective  com- 
munication, as  they  might  not  otherwise  see  it. 

The  last  step,  that  of  reproduction  or  expression, 
should  be,  if  reproduction,  either  the  drawing, 
making,  or  description  of  the  printing  press,  or  if 
expression,  the  children's  own  use  of  the  principle 
of  communication  as  they  understand  it.  They 
may,  for  instance,  write  the  story  of  the  invention 
of  printing  in  such  a  way  as  best  to  answer  the 
ends  of  communication,  illustrating  it  with  draw- 
ings or  models  of  their  own,  representative  of  the 
various  stages  of  development  in  the  art  of  written 
or  printed  intercourse. 

Such  are,  in  large,  the  formal  steps  followed  bv 
the  teacher  in  the  presentation  of  new  material; 
iiameh^,  preparation,  presentation,  organization, 
generalization  or  abstraction,  application  and  ex- 
pression. They,  like  formalities  of  every  sort,  will 


.]//•;  777  0/>,s.  17 

be  found  better  calculated  for  service  than  for 
authority.  The  live  teacher,  however,  does  not 
need  such  caution. 

B.       THE  SEQUENCE-METHOD. 

It  may  perhaps  have  been  noticed  that  in  all  the 
discussion,  reference  is  invariably  ,  made  to  a 
"  story,"  as  the  form  in  which  the  material  is  pre- 
sented. And  this  is,  indeed,  the  typical,  rather 
the  invariable,  mode  of  instruction  employed.  It 
may,  however,  be  Necessary  to  define  further  the 
word  "story"  as  here  used.  By  the  term  is  meant 
the  recital  of  a  sequence,  in  organized  unity,  of 
events  or  circumstances.  This  sequence  may  be, 
and  as  a  matter  of  fact,  usually  is,  a  sequence  in 
time.  It  may,  however,  be  a  sequence  of  place,  of 
causation,  or  of  development.  The  word  "story" 
is  useful  chiefly  as  emphasizing  the  continuity  or 
organization  of  the  material,  as  conveying  the  idea 
of  active  progression  rather  than  of  static  enume- 
ration, of  details,  and  finally  as  suggesting  the 
attractiveness  which  it  is  sought  by  every  means 
to  impart  to  the  subject-matter  presented.  A  story 
may,  thus,  be  of  Hiawatha's  clothing,  or  of  Kablu's 
home,  of  the  life-history  of  the  grasshopper,  of  the 
physical  structure  of  North  America,  of  the  pro- 
cess of  long  division,  or  of  electing  a  county  com- 
missioner of  schools.  It  is  not  at  all  the  subject- 
matter  which  constitutes  the  story,  but  the  manner 
in  which  that  subject-matter  is  presented.  And 
the  child,  to  say  nothing  of  humanity  at  large,  finds 


18  ORGANIC  EDUCATION. 

the  story  so  much  more  interesting  than  other 
forms  of  literature,  embodying  perhaps  the  same 
facts,  mainly  because  the  stream  of  his  thought  is 
nowhere  interrupted  by  lack  of  connection,  but 
flows  smoothly  on  from  point  to  point,  following 
the  plain  path  of  a  time-sequence.  As  his  mind 
develops,  he  becomes  better  able  to  follow  a 
thought-connection  without  the  aid  of  the  sequence 
in  time.  But  the  story,  that  is,  the  organized,  con- 
tinuously interrelated  body  of  ideas,  always  main- 
tains with  him  its  precedence  over  a  chaotic  heap 
of  inconsequent  facts.  And  hence  the  large  use  of 
the  story  form  in  the  Detroit  school,  a  use  which 
has  wholly  justified  itself  in  practical  experience. 

In  telling  a  story,  a  definite  plan  is  followed, 
which  is  familiarly  known  in  the  school  as  the 
"  sequence-method."1  The  method  in  brief  is  as 
follows.  The  teacher  before  telling  any  story, 
reduces  it  to  its  elements,  cutting  out  every  detail, 
down  to  the  fleshless  skeleton  of  essential  points. 
These  points  are  stated  in  sentential  form,  th£  sub- 
ject remaining  practically  unchanged  throughout, 
while  the  predicate  follows  the  evolution  of  the 
central  thought.  The  prominence  of  the  verb  in 
these  sequences  as  an  indicator  of  progression  is  in 
line  with  the  fundamental  principle  of  the  system, 
which  is  activity,  movement,  life.  For  this  reason 
the  active  form  of  the  verb  is  used  in  the  sequence 

1  The  basic  idea  of  this  method  was  suggested  by  Fran- 
cois Gouin's  ''Art  of  Teaching  and  Studying  Languages" 
(Scribner's,  N.  Y.) 


19 

whenever  possible.  For  instance,  the  sequence  for 
the  life-history  of  the  caterpillar  would  be  some- 
thing like  this : 

The  caterpillar  breathes. 

The  caterpillar  eats. 

The  caterpillar  grows. 

The  caterpillar  crawls. 

The  caterpillar  spins. 

The  caterpillar  sleeps. 

The  butterfly  wakes. 

The  butterfly  flies. 

The  butterfly  lays. 

Or,  for  instance,  note  the  following  sequence  for 
the  story  of  how  the  Scotch  blue-bell  by  watching 
continually  a  patch  of  blue  sky  and  one  shining 
star,  became  blue  in  color,  with  a  star  in  its  cup 
which  had  not  been  there  before. 

The  bluebell  grew  (where?). 

The  bluebell  watched  (what?). 

The  bluebell  changed  (how?). 

There  are  four  main  characteristics  of  the  effec- 
tive sequence :  (1)  A  whole  round  of  experience  is 
pursued;  (a)  if  a  plant  or  animal,  from  seed  to 
seed,  or  from  egg  to  egg;  (b)  if  an  occupation, 
from  the  life-history  of  the  raw  material,  to  the 
completed  product;  (c)  if  a  deed,  from  the  motive 
or  conditions,  to  the  result.1  (2)  As  seen  in  the 

1  In  nature-study,  it  is,  unfortunately,  in  the  yet  unde- 
veloped state  of  the  system,  out  of  the  question  to  show 
the  child  each  stage  in  the  life-history  of  every  plant  or 
animal  studied.  When,  however,  it  seems  quite  impossible 


20  ORGANIC  ED  VGA  TION. 

preceding  examples  the  experiences  must  be  of  one 
subject,  no  matter  how  many  changes  of  form  it 
may  undergo.  The  unity  of  life  under  variety  of 
forms  must  be  preserved,  i.  c.,  the  egg,  caterpillar, 
cocoon,  butterfly,  must  be  seen  as  one.  (3)  The 
meaning  or  central  idea  of  this  cycle  of  experience 
is  determined,  and  from  the  mass  of  events  or  cir- 
cumstances only  such  selected  as  seem  of  prime 
importance  to  maintaining  this  central  idea  or 
thread  of  the  story  unbroken.  (4)  Any  facts  of 
secondary  importance  to  this  end  are  reduced  to 
sub-heads  under  the  main  points.  Those  of  terti- 
ary importance  are  omitted  altogether.  The  pri- 
mary points  are  presented  in  the  order  in  which 
the  central  idea,  previously  determined,-  unfolds 
itself.  This  order  may  be  that  of  time,  of  place, 
of  cause  to  effect,  of  means  to  end,  of  whole  to 
parts,  of  outer  to  inner,  of  ideal  to  reality,  or  in 
fact  any  logical  progression  whatever. 

Such  a  sequence,  which  may  of  course  be  indefi- 
nitely expanded  in  the  telling,  acts  as  a  logical 
framework  for  the  story,  both  as  narrated  by  the 
teacher,  and  afterward  as  reproduced  by  the 
children.  To  the  end  that  it  may  be  thus  useful, 
the  teacher  carefully  observes  the  order  of  points 
in  her  own  narration,  and  then  draws  the  story 
from  the  children  by  such  questions  as :  "  What 

to  present  the  entire  cycle  of  development  to  the  actual 
experience  of  the  child,  stages  earlier  and  later  than  that 
presented  are  made  as  real  as  possible  by  means  of  pictures 
and  other  devices. 


METHODS.  21 

does  the  caterpillar  do  first?  What  next?  What 
next?"  until  the  logical  progress  of  events  is  firmly 
fixed  in  their  minds,  the  order  being  seen  as  one 
of  necessity  and  not  as  arbitrary.  The  story  may 
then  be  told  as  a  whole  by  the  children,  the  order 
of  points  in  the  sequence  being  always  expected 
by  the  teacher.  This  does  not  at  all  mean  that  the 
story  is  told  in  the  same  language  by  each  of  the 
children.  As  a  matter  of  fact,  it  never  is,  for,  while 
the  sequence  is  the  skeleton  of  the  story,  it  is  not 
the  living  tissue.  That,  the  children  fill  out 
according  to  their  own  ideas,  being  required  simply 
to  maintain  its  proper  relations  to  the  framework. 

In  the  use  of  the  sequence-method  the  child 
gradually  learns  to  look  at  phenomena  as  a  whole, 
not  remaining  content  with  a  fragmentary  view; 
that  is,  he  gains  a  continually  broadening  and 
deepening  sense  of  unity.  He  comes  to  recognize 
almost  intuitively  the  essentials  in  a  subject,  how- 
ever obscured  by  subordinate  details,  and  so  to 
relate  details  to  essentials  as  to  fulfil  the  demands 
of  logical  proportion.  He  can  build  up  a  whole 
narrative  in  coherent  form  from  the  nucleus 
sequence,  and  by  its  aid  think  while  standing 
before  the  listening  school  more  clearly  than  the 
average  adult  seated  in  his  library.  These  are  not 
only,  possibilities  but  facts  which  have  been  real- 
ized in  the  use  of  this  method. 

The  application  of  the  sequence-method  to  lang- 
uage work  has  been  more  than  suggested  in  the 
foregoing  statements.  The  child  tells  a  story 


ORGANIC  EDUCATION. 

before  ever  he  thinks  of  writing  it,  and,  thus, 
while  the  subject-matter  is  still  plastic  in  his  hands, 
learns  to  differentiate  details  from  essentials,  to 
hold  the  thread  of  thought  firmly  in  hand,  and 
to  follow  it  in  continuous  progress  from  its 
logical  beginning  to  its  logical  conclusion.  And 
when  he  comes  to  write  the  story  which  he  has 
many  times  told  and  many  more  times  heard  told 
after  this  same  fashion,  it  flows  from  his  pen  in 
the  accustomed  logical,  well  articulated  form,  with 
scarcely  an  effort  on  his  part.  Writing  is  no  bug- 
bear to  these  children,  for  they  have  their  material 
well  in  hand, — always  the  onus  of  literary  compo- 
sition. And,  further,  through  continued  use  of  the 
sequence-method,  the  majority  of  the  children 
gain  such  habitual  clearness  and  coherence  of 
thought  that  any  subject  met  in  their  general  read- 
ing is  immediately  reduced  to  its  elements  and 
logically  reorganized  as  if  by  instinct.  Such 
habits  of  mind,  it  need  hardly  be  said,  will  go  far 
toward  transforming  the  perfunctory  and  marrow- 
less  study  of  "  Composition  and  Rhetoric  "  in  our 
schools  into  the  vital  joy  of  expression  which  it  is 
sometime  to  be.  In  the  Detroit  school,  the  stories 
used  in  connection  with  every  subject  are  repro- 
duced both  orally  and  in  writing,  so  that  the  lang- 
uage work  is  an  integral  part  of  all  the  other 
studies.  The  formal  side,  that  is,  paragraphing, 
sentence-structure,  use  of  words,  generalizations  as 
to  the  use  of  different  parts  of  speech,  and  other 
like  technical  points,  is  treated  together  with  the 


METHODS.  23 

thought-side.  That  is,  the  technique  of  commun- 
ication flows  directly  from  the  thought.  Technical 
points  are  taught,  not  for  their  own  sakes,  but  as  a 
means  to  more  effective  expression  and  communi- 
cation. The  spirit  determines  the  letter.  The 
system  must  not  be  misconceived  as  designing  to 
minimize  the  importance  of  detail-work  in  lan- 
guage. It  rather  attempts  to  vitalize  such  work. 
By  laboring  incassantly  for  clearness  of  thought  it 
goes  far  toward  insuring  clearness  of  expression, 
(and  by  clearness  is  msant  technical  accuracy 
without  which  is  chaos);  but  none  tha  less  does 
it  recognize  the  correlative  truth,  that  clearness  of 
expression  reacts  upon  an.l  still  further  clarifies 
thought.  The  children  are  led  little  by  little  to 
make  more  effective  for  purposes  of  communica- 
tion the  spontaneous  expression  of  their  own 
thoughts,  and  in  this  way  some  principles  of  tech- 
nical composition  and  grammar  gradually  become 
clear-cut  to  them. 

The  use  of  the  sequence  in  reading  demands 
perhaps  a  brief  statement  before  leaving  the  sub- 
ject of  methods.  In  the  first  grade  as  in  all  others, 
every  story  is  told  from  a  sequence-skeleton  in  the 
teacher's  mind.  When  it  has  bean  told  by  the 
teacher,  drawn  from  the  children  by  questions,  and 
re-told  by  several  of-  them  at  different  times  so 
that  the  order  of  events  is  thoroughly  familiar  to 
them,  the  sequence  is  written  or  printed  upon  the 
board,  and  the  children  read  it,  not  from  know- 
ledge of  a  single  word  or  letter,  but  simply  because 


24  ORGANIC  EDUCATION. 

they  know  what  is  s  i,id,  an  I  the  order  in  which  it 
is  said.  They  are  able,  after  some  drill  in  that  par- 
ticular, to  pick  out  any  given  line,  such  as  "  The 
caterpillar  grows,"  from  any  other;  at  first  because 
of  the  order  in  which  it  occurs,  but  later  when  the 
teacher  has  disarranged  the  original  order.  Having 
learned  to  identify  each  line  in  any  position  upon 
the  board,  they  come  to  know  each  word,  as  they 
have  previously  become  familiar  with  each  line. 

In  this  way  the  sequence  is  used  for  teaching 
reading  by  the  logical  method  of  differentiating  a 
homogeneous  whole  into  its  constituent  elements. 
This  plan  is  simply  an  extension  of  the  idea 
involved  in  the  old  "word"  and  "sentence" 
methods  and,  it  is  believed,  marks  such  an  advance 
over  the  ordinary  method  of  learning  to  read  from 
words  up  to  sentences,  as  did  the  word-method  over 
the  still  older  plan  of  proceeding  from  letters  to 
words.  It  is  first  and  essentially  thought-reading; 
only  later  and  secondarily  the  reading  of  signs  of 
thought.  In  the  opinion  of  the  teachers  who  have 
used  this  method,  it  has  conclusively  demonstrated 
that  a  child  can  read  anything  it  can  understand, 
lack  of  comprehension  of  the  thought  involved 
being  the  only  barrier,  not  the  number  of  syllables 
in  a  word,  not  poetical  inversions  of  structure,  or 
any  o.ther  formal  condition  whatsoever.  The  telling 
of  the  story  by  the  children,  and  their  answers  to 
questions  upon  it  serve  as  a  test  of  their  compre- 
hension of  the  ideas  involved;  and  from  this 
point  their  ability  to  read  the  story  is  assured. 


METHOD.  25 

It  will  hardly  be  necessary  to  describe  in  detail 
the  use  of  the  sequence-method  in  geography, 
measure,  natural  science,  history,  civil  government, 
drawing  and  the  other  branches  taught  in  the 
school.  The  general  statements  made  heretofore 
upon  the  subject  will  serve  to  indicate  the  typical 
manner  of  its  use.  It  might  be  added  that  to  say 
that  the  sequence  is  used  in  all  these  subjects  is 
only  to  affirm  that  the  principle  of  organization 
permeates  the  details  of  the  work  in  all  the  grades. 
There  are  not  two  principles  here,  but  one.  Each 
individual  lesson  is  an  organization  no  less  than  is 
the  whole  system.  The  sequence  is  not  for  itself, 
but  for  organization. 


CHAPTER  IV. 
THE  OLD  SYSTEMS  AND  THE  NEW. 

The  present  status  of  popular  thought  upon 
matters  educational  is  not  altogether  easy  to  de- 
fine. In  America  for  the  most  part  we  still  retain 
our  ancient  conception  of  the  public  school  system 
as  somehow  a  thing  in  itself,  isolated,  unique,  under- 
stood in  some  vague  way  to  "prepare  for  life,"  yet 
not,  in  any  practical  sense,  responsible  either  to 
the  individual  child  or  to  the  social  structure  for 
its  policy  or  its  methods.  Yet,  in  recent  years, 
vigorous,  though  unorganized,  revolt  against  this 
incoherent  notion  has  raised  the  standard  of  indi- 
vidualism in  education,  declaring  that  here,  as 
ail-elsewhere,  the  individual  does  not  exist  for  the 
institution,  but  contrariwise. 

And  thus,  of  late,  the  old  institutional  concep- 
tion of  education  may  be  said  to  contend  with  the 
newer  theory  of  individualism.  But  out  of  the 
clash  of  these  two  conflicting  notions,  an  ideal 
seems  now  to  be  rising,  truer  than  either — the 
ideal  of  social  individualism.  Such  an  ideal  has 
very  recently  come  to  expression  in  the  aphorism 
of  Prof.  John  Dewey  of  the  University  of  Chicago: 
"  Education  is  not  preparation  for  life  :  it  is  life ;  " 
and  in  that  of  Col.  Francis  W.  Parker,  of  the  Cook 
County  (111.)  Normal  School:  "The  common 


THE  OLD  AND  THE  NEW.  27 

school  is  the  central  means  for  preserving  and 
perpetuating  the  true  democracy." 

Such  expressions  as  these  recognize  the  fact  that 
the  individual  is,  indeed,  the  center  of  every  ration- 
al educational  system,  not  however  the  individual 
as  such,  in  the  limited  sense,  but  the  whole  indi- 
vidual in  all  his  relations,  that  is,  the  social  indi- 
vidual. They  involve  the  philosophical  conception 
of  the  individual  as  a  specialized  or  focussed  func- 
tioning of  society,  and,  conversely,  of  society  as 
the  whole  functioning  of  the  individual.  The 
individual  is  society  acting  in  a  certain  direction. 
He  is  a  focussed  activity  of  the  entire  social  or- 
ganism, just  as  the  eye  is  the  whole  body  directed 
toward  the  end  of  seeing.  Society  for  its  part,  is 
the  complete  activity  of  each  individual. 

Such,  then,  being  the  essential  interrelations  of 
society  and  its  individual  members,  it  is  idle  to 
balance  the  one  against  the  other  as  ends  of  edu- 
cation. The  real  advantage  of  society  involves 
ultimately  the  advantage  of  the  individual  mem- 
ber of  society.  And,  conversely,  the  real  better- 
ment of  the  individual  must  inevitably  tend 
toward  the  betterment  of  society.  The  two  are 
no  more  separable  in  practice  than  are  faith  and 
works,  thought  and  feeling,  capital  and  labor,  or 
any  of  those  delusive  apparent  dualisms  whose 
unity  is  the  life  of  each  part. 

With  this  point  clearly  in  mind,  that  the  latest 
word  in  education  is  social  individualism,  recon- 
ciling institutionalisrn  on  the  one  hand  with  pri- 


28  ORGANIC  ED UCA  TION. 

vate  individualism  on  the  other,  we  shall  proceed 
to  compare  the  old  systems  with  the  new.  From 
the  standpoint  of  the  older  systems  themselves,  it 
is  evident  that  the  plan  presented  in  this  volume 
would  familiarize  the  pupil  with  all  the  specific 
subjects  now  presented  to  his  attention  under  the 
established  order.  He  would  study  reading,  spell- 
ing, grammar  and  composition,  arithmetic,  natural 
science,  United  States  history,  civil  government, 
writing,  drawing,  and  vocal  music  under  the  one 
as  under  the  other  system.  But  the  new  plan 
further  provides  him  with  systematic  instruction 
in  the  history  of  civilization,  sociology,  literature, 
art,  and  ethics,  which  subjects  are  at  present  only 
incidentally  and  fragmentarily,  if  at  all,  touched 
upon  in  primary  and  grammar  grades. 

To  this  extension  of  the  common-school  curric- 
ulum two  objections  may  be  anticipated:  (1)  that 
the  course  is  already  overcrowded  with  subjects,  so 
that  the  days  are  too  short  for  their  tasks,  and  both 
teachers  and  pupils  are  burdened  beyond  their 
strength,  and  (2)  that  such  subjects  as  are  here 
added  are  beyond  the  comprehension  of  primary- 
school  pupils.  To  the  first  objection  no  disclaimer 
can  be  entered.  The  statement  is  literally  true. 
The  curriculum  is  overcrowded.  But  the  difficulty 
inheres  rather  in  lack  of  organization  than  in  the 
mere  number  of  subjects  studied.  There  is  a  limit 
to  the  number  of  disconnected  facts  an  individual 
can  memorize.  There  is  no  limit  to  his  grasp  of 
organized,  interrelated  and  interdependent  know- 


THE  OLD  AND  THE  NEW.  29 

ledge.  In  other  words,  while  his  stock  of  infor- 
mation may  be  finite,  his  knowing  is  infinite. 
And,  thus,  under  a  system  of  education  whose 
methods  both  at  large  and  in  detail  follow  the  ever 
widening  interests  of  the  individual  child  in  their 
natural  development  from  a  state  of  undifferenti- 
ated  homogeneity  to  a  more  and  more  finely  differ- 
entiated, and  at  the  same  time  a  more  and  more 
closely  unified,  organization, — under  such  a  system, 
where  the  child  is  himself  the  leader,  the  rapidity 
of  his  mental  development  and  the  extent  of  his 
power  of  assimilation  are  fairly  astonishing  to 
teachers  familiar  only  with  the  results  of  the  old 
system.  So  far  from  being  overcrowded,  the 
children  are  perpetually  a  little  in  advance  of 
the  material  provided.  They  feel  the  need  of  it 
before  it  is  given.  And,  as  a  result,  they  are 
always  mentally  hungry.  At  times,  indeed,  this 
hunger  seems  keener  than  at  others,  but  it  never 
wholly  abates,  for  it  has  never  been  choked  up 
with  undemanded  material.  Step  by  step  their 
interest  has  gone  before  to  guide  the  progress  of 
the  teaching,  and  every  lesson,  meeting  this  inter- 
est fairly,  has  contributed  to  widen  and  enrich 
it;  so  that,  in  the  great  majority  of  cases,  it  has 
gained,  before  school  days  are  over,  besides  an 
enormous  expansion  and  deepening,  a  certain 
capacity  for  conscious  self -direction. 

And,  further  upon  this  head,  the  overcrowding 
of  the  curriculum  is  greatly  relieved  by  the  con- 
tinual use  of  every  subject  studied  as  a  tool  for 


30  ORGANIC  EDUCATION. 

further  investigation.  For  instance :  reading,  at 
least  after  the  first  two  grades,  is  no  longer  studied 
as  an  end  in  itself.  The  children  spend  no  more 
time  learning  to  read,  but  simply  read  for  the  sake 
of  the  subject-matter.  The  case  is  the  same  with 
spelling,  writing  and  composition.  The  technique 
of  these  arts  once  learned  enables  the  child  to  use 
them  as  the  carpenter  uses  his  lathe  or  plane.  He, 
indeed,  by  using,  continually  learns  to  use  them 
better;  but  the  period  of  mere  learning  to  use 
them  with  no  other  immediate  end,  is  exceedingly 
short  as  compared  with  the  time  devoted  to  the 
bare  technique  of  reading  and  grammar,  for  in- 
stance, in  our  common  schools.  Under  the 
organic  system,  an  arithmetical  process,  as  long 
division,  is  not  taught  as  such,  but  as  a  means  for 
determining,  say,  the  amount  of  material  needed 
for  the  new  house  of  some  child  in  the  room.  And 
the  results  of  such  methods  of  teaching  would 
seem  toj  justify  the  general  answer  to  the  objection 
of  overcrowding  the  curriculum,  that  children  thus 
taught  cover  the  same  ground  in  less  time  than 
under  the  old  system,  and  with  greater  thorough- 
ness. 

By  the  statement  that  the  child  learns  with 
"  greater  thoroughness  "  under  the  organic  system 
is  meant  that  since  what  he  learns  is  here  not  an 
extraneous  something  imposed  upon  him  from 
without,  but  the  natural  development  of  his  own 
interests,  it  is  his  own,  it  is  really  himself.  He 
cannot  forget  or  lay  it  aside  when  school-hours  are 


THE  OLD  AND  THE  XE1\\  31 

over  for  the  day,  or  when  school-days  are  over  for 
life;  for  it  is  in  a  real  literal  sense  his  own  self. 
This  means  thoroughness  as  a  vital,  not  a  mechan- 
ical, quality  in  education. 

One  further  result  of  the  organic  system  which 
contributes  in  no  small  degree  to  the  rapidity  and 
thoroughness  of  the  pupils'  mental  assimilation, 
should  be  noted  here.  The  logical  presentation  of 
each  subject  and  each  lesson  may  reasonably  be 
expected  so  to  habituate  the  children  to  coherent 
mental  processes  that  the  bearings  of  one  fact  upon 
another  will  be  at  once  apparent  to  them.  They 
would  not  then,  be  compelled,  in  the  study  of  any 
subject,  to  spend  long  hours  groping  blindly  for 
some  link  of  thought,  vaguely  felt,  rather  than 
perceived,  to  be  missing;  or  to  labor  under  chronic 
misconceptions  due  to  perverted  habits  of  thought 
On  the  contrary,  a  subject  would  unfold  itself  to 
them  in  the  first  instance,  logically  proportioned 
and  clearly  articulated.  They  would  thus  be 
rendered  capable  of  originating,  as  well  as  of  fol- 
lowing a  train  of  logical  thought  from  beginning  to 
end,  moving  from  point  to  point  with  sure-footed 
ease.  They  would  also  be  able  often  to  detect  and 
even  to  locate  a  fallacy  in  the  reasoning  of  another, 
where  many  adults,  whose  logical  instincts  have 
been  stultified  rather  that  developed,  are  only 
dimly  conscious  of  "  a  screw  loose  somewhere." 
The  ethical  bearings  of  such  a  capacity  as  this 
surely  need  not  be  elaborated.  It  may  however  be 
noted  in  passing,  that  without  such  capacity  no 


32  ORGANIC  EDUCATION. 

rational    self-determination    of    conduct    is    ever 
possible. 

To  return  to  the  objections  against  the  proposed 
extension  of  the  school  curriculum :  as  to  the  ina- 
bility of  children  to  comprehend  the  subjects  of 
sociology,  art  and  ethics,  it  must  ,be  remembered 
that  the  child  can  grasp  any  subject  whatever,  if 
only  it  be  unfolded  to  him  in  logical  order  in 
response  to  the  demands  of  his  own  interest.  This 
sole  condition  is  satisfied  by  the  organic  system,  so 
that  if  the  ability  of  the  child  under  this  condition 
be  admitted,  the  objection  is  met.  Not  a  prior 
argument  however,  can  be  brought  so  convincing 
as  the  actual  results  of  the  teaching  of  these  sub- 
jects by  the  organization  method.  The  practica- 
bility of  these  subjects  has  been  demonstrated  to 
the  entire  satisfaction  of  experienced  teachers  at 
the  outset  incredulous.  The  children,  it  is  true, 
do  not  know  that  they  are  studying  art,  ethics  and 
sociology,  but  they  nevertheless  are  studying — or 
perhaps  absorbing — these  subjects  from  the  first 
grade  up,  with  a  vital  thoroughness  such  as  no 
twenty-weeks'  course  in  college  or  university  can 
possibly  give.  It  is  certainly  fair  to  say  that  no 
college  graduate,  with  but  a  year's  or  a  half-year's 
"  credit "  in  sociology,  ethics  or  art,  is  so  saturated 
with  the  subject  as  is  the  child  in  the  eighth  grade, 
under  the  organic  system.  This  is,  of  course,  no 
discredit  to  the  college  or  to  the  student.  The 
case  could  not  be  otherwise.  Appreciation  of  art 
and  literature  is  not  the  product  of  a  five  months' 


r///-:  OLD  AND  mi:  .\7<:ir.  :;:; 

gorging  with  the  world's  master-pieces.  Nor  do 
the  text-book  conclusions  of  ethics  and  sociology 
permeate  the  consciousness  of  the  individual  who 
is  largely  ignorant  of  the  data  from  which  they 
have  been  drawn,  and  who  is  justly  satisfied  with 
the  philosophy  which  his  experience  has  furnished 
him.  Whatever,  may  be  true  of  other  subjects, 
these  three,  at  least,  are  a  growth,  or  they  are 
nothing. 

Most  of  us  are  so  well  acquainted,  either  from 
observation  or  from  experience,  with  the  effects  of 
the  gorging  process  in  one  or  all  of  these  subjects, 
that  this  side  of  the  contrast  need  not  further  be 
pursued.  On  the  side  of  the  slow  assimilation 
plan,  however,  it  may  be  said  that  while  the  results 
are  not  by  any  means  startling,  they  are  eminently 
sound  and  practical.  The  first  crude  artistic  de- 
mands of  the  children  are  fed  by  equally  crude 
artistic  material.  They  see  and  use  the  bright 
Indian  colors,  and  the  grotesque  Indian  picture- 
writing.  From  this  point  their  taste  continually 
expands  and  refines,  through  the  exuberant  sen- 
suousness  of  Persian  coloring,  the  pure  severity  of 
Greek  outline,  the  multifarious  richness  of  medi- 
aeval and  Renaissance  painting,  absorbing  the 
spirit  of  each  of  these,  and  becoming  truly  cosmo- 
politan. The  extent  to  which  the  lives  of  the 
children  are  thus  enriched  is  all  but  incredible  to 
those  unacquainted  with  the  facts.  Most  adults 
when  brought  into  direct  daily  contact  with  the 
masterpieces  of  Greek  art,  for  instance,  are  thereby 


34  ORGANIC  EDUCATION. 

to  a  degree  edified.  But  that  children  surrounded 
from  an  early  age  by  the  forms  of  art  which  pre- 
cisely answer  the  demands  of  their  own  interest  in 
each  stage  of  its  development, — that  such  children 
should  not  respond  powerfully  to  such  environment, 
would  be  more  incredible  than  the  fact.  In  truth, 
from  grade  to  grade  may  be  traced  by  the  teacher 
the  influence  of  the  artistic  environment  of  the 
child  in  the  school  room.  His  dress,  his  manners, 
his  moral  character,  his  home,  are  all  affected  by 
it. 

And  the  same  facts  are  true  as  to  the  literature- 
teaching.  The  child's  first  instinctive  desire  for  an 
expressive  interpretation  of  the  facts  of  life,  in  the 
beginning  satisfied  with  animal  stories  and  nature- 
myths,  grows  with  his  growth  until  it  demands  a 
Goethe's,  a  Shakespeare's,  and  a  Dante's  master- 
pieces of  poetic  thought.  And  here  also  the  ethical 
uplift  is  incontrovertible.  This,  however,  has 
already  been  recognized  far  more  universally  than 
in  the  case  of  art,  and  many  schools  have  discarded 
the  "reader"  pabulum  for  careful  selections  from 
the  best  literary  material,  both  in  poetry  and  prose. 
But  the  point  will  nevertheless  bear  further  empha- 
sizing, until  an  acquaintance  with  the  world's 
highest  literature  shall  be  popularly  regarded  as 
the  right  of  public  school  children. 

The  study  of  sociology  need  not  surely  be  de- 
fended to  any  believer  in  the  doctrine  of  social 
individualism.  /The  relationship  between  the  indi- 
vidual and  the  social  organism  cannot  be  wholly 


THE  OLD  AND  THE  NEW.  35 

effective  until  it  has  come  to  self-consciousness 
— of  which  self-consciousness  sociology  is  the  sci- 
entific expression.  /  The  social  development  of 
the  individual  is  not  complete  without  a  knowl- 
edge of  the  science  of  society,  and  under  the 
hypothesis  of  social  individualism,  the  social  de- 
velopment of  the  individual  is  the  end  proposed  to 
education. 

By  those  of  us  who  believe  that  the  moral  nature 
is  not  something  separated  from  the  body  or  intel- 
lect, but  that  it  is  the  whole  man,  it  might  indeed 
have  been  anticipated,  that  the  ethical  results 
of  the  organic  system  should  be  pronounced 
in  proportion  to  those  termed  "intellectual."  The 
prime  advantage  which  the  ethical  teaching  under 
the  organization  plan  may  be  said  to  have  over 
others,  is  that,  instead  of  imposing  upon  the  chil- 
dren in  a  certain  stage  of  development  an  ideal 
wholly  extraneous  to  themselves,  the  fruit  of  a 
different  period  in  civilization,  the  ideals  naturally 
growing  out  of  their  own  mental  status  are  simply 
allowed  full  fruition  in  their  conduct,  that  these 
may,  in  turn,  give  place  to  further  ideals.  The 
natural  ethical  development  of  the  child  is  fur- 
thered— that  is  all — not  thwarted  by  the  stamping 
out  of  his  own  ideals,  nor  by  the  imposition  upon 
him  of  ideals  remote  from  and  incomprehensible  to 
him.  By  this  means,  the  individual  child  gains 
the  invaluable  habit  of  pursuing  his  ideals  into  the 
stage  of  conduct,  reflecting  upon  that  conduct,  as 
its  consequences  return  upon  him,  and  thus  modi- 


36  ORGANIC  ED UCA  TION. 

fying  or  reconstructing  the  old  ideal  in  accord- 
ance with  the  new  light.  And  it  does  not  seem 
extravagant  to  say  that  if  only  this  one  habit 
were  deposited  from  the  tide  of  school  life, — as 
it  assuredly  may  be,  under  the  organization  plan, 
— the  years  of  primary  education  would  have  been 
well  spent;  for  it  is  this  alone  which  renders  possi- 
ble a  life  at  once  morally  free  and  morally  respon- 
sible. 

Some  of  the  advantages  afforded  to  the  individual 
by  the  organization  system  have  been  discussed,  its 
advantages  to  society  being  very  largely  implied  in 
this.  Let  us,  however,  consider  for  a  moment  some 
changes  which  the  new  plan  would  of  necessity 
bring  about  in  the  structure  of  the  public  school 

,  system.  Waiving  details,  it  is  evident  that  a  de- 
gree of  scholarship,  practical  efficiency  and  enthus- 
iasm hardly  dreamed  of  before  would  be  demanded 
of  the  teacher  in  the  primary  and  intermediate 

>  grades.  She  must  be  at  the  outset,  or  must  come 
to  be  in  the  course  of  her  teaching,  a  wide  and 
thorough  student  of  psychology,  ethics,  sociology, 
economics,  history,  science,  literature  an.d  art.  This 
at  once  sounds  hopeless,  but  what  the  organization 
plan  does  for  the  pupil  it  also  does  for  the  teacher. 
Even  the  "average  teacher"  with  fair  capacity  and 
some  pluck  can  do  far  better  work  with  the  organi- 
zation system  than  under  the  old  method.  And  as 
for  the  college  graduate,  to  whom  it  seems  that  we 
are  to  look  in  the  future  for  our  teachers  in 
secondary  schools,  such  requirements  should  not  lie 


THE  OLD  AND  THE  NEW.  37 

beyond  the  scope  of  his  ability1.  And  to  him  they 
will  prove  attractive  as  no  stultifying  routine  under 
the  old  system  could  possibly  be.  There  will  be  no 
reluctance  on  the  part  of  men  and  women  ade- 
quately educated  to  assume  the  task  of  primary 
education  under  these  generous  conditions.  /  The 
law  of  supply  and  demand  will  hold  here  as  else- 
where. The  kind  of  teachers  wanted  will  be  forth- 
coming. And  the  consequent  advantage  of  wanting 
such  teachers  as  are  broadly  educated  is  sufficiently 
obvious. 

The  transformation  of  the  school,  under  this 
system  has  been  largely  anticipated  in  the  forego- 
ing discussion.  In  general,  it  may  be  prophetically 
described  as  a  treasure-house  of  the  art,  literature, 
science  and  industry  of  the  world,  a  laboratory  of 
civilization,  a  busy  cell  or  ganglion  in  the  social 
system,  a  real  segment  of  a  real  world. 

]Prof.  Francis  W.  Kelsey,  of  the  University  of  Michigan, 
in  an  article  on  ''The  Future  of  the  High  School"  in  the 
Educational  Review  for  February,  1896,  has  this  to  say  of 
the  qualifications  of  the  future  teacher  of  the  secondary 
school : 

"No  one  should  now  be  encouraged  to  go  into  high-school 
teaching  in  any  line  without  a  range  and  quality  of  scholar- 
ship that  may  be  fairly  represented  by  the  work  for  the 
master's  degree  ;  that  is",  the  completion  of  the  undergrad- 
uate course  and  a  year  of  graduate  work  in  an  institution 
furnishing  the  best  possible  facilities.  It  will  not  be  so 
very  long  before  we  shall  see  many  positions  in  the  larger 
high  schools  manned  by  those  who  have  taken  the  doctor's 
degree." 

If  this  prophecy  as  to  the  secondary  schools  be  fulfilled, 
a  corresponding  rise  may  fairly  be  expected  in  the  educa- 
tional equipment  of  teachers  for  the  primary  and  interme- 
diate grades. 


PART  II. 

OUTLINES  OF  THE  PRACTICAL  WORK. 

"That  they  might  have  life,  and  that  they  might  have 
it  more  abundantly." 


INTRODUCTION. 

A  few  words  of  explanation  may  perhaps  be 
necessary  before  taking  up  the  work  for  the  grades 
in  detail. 

In  the  first  place  it  should  be  stated  that  the  out- 
lines which  follow  were  prepared  upon  the  suppo- 
sition that  the  reader  has  previously  followed  with 
some  care  the  account  given  in  Part  I  of  the  general 
theory  of  the  work  and  the  specific  methods  em- 
ployed. Accordingly  the  teacher  who  approaches 
the  outlines  without  a  preparatory  study  of  Part  I 
will  inevitably  lack  the  clues  necessary  for  an  ade- 
quate comprehension  of  the  details  of  the  system 
as  applied. 

As  to  the  outlines  themselves,  they  are  in  the 
main  what  the  term  indicates, — not  by  any  means 
complete  and  rigid  definitions  of  the  work  to  be 
done  in  each  grade,  but  suggestive  sketches  of 
some  work  which  actually  has  been  and  is  being 
done  in  these  grades.  The  details  of  such  a  sys- 
tem are  literally  infinite.  No  effort  has  been  made 
to  set  down  upon  these  pages  an  exhaustive  list  of 
the  points  covered  or  the  devices  used ;  in  the  first 
place  because  of  the  manifest  impossibility  of  so 
doing  without  swelling  the  book  to  undue  propor- 
tions, and  secondly,  because  to  do  so  would  be  to 
invite  slavish  imitation  rather  than  originality  on 


40  ORGANIC  EDUCATION. 

the  part  of  teachers  who  may  wish  to  adopt  the 
plan.  The  work  of  the  lower  grades  has  been  writ- 
ten out  more  fully  than  that  of  the  higher;  both 
because  the  former  involves  a  smaller  quantity  of 
material,  and  because  the  teacher  has  through 
study  of  the  work  in  earlier  stages  become  better 
fitted  to  handle  that  of  the  later  periods  independ- 
ently. 

The  grades  are  distinguished  as  in  the  Detroit 
schools,  B  indicating  the  first  half  year,  and  A  the 
second,  so  that  B  3  means  the  first  half-year  in  the 
third  grade,  A  2  the  second  half-year  in  the  second 
grade,  etc. 

In  planning  this  part  of  the  book,  it  was  at  first 
a  serious  question  whether  the  various  periods 
should  be  assigned  to  grades  at  all;  lest  from  such 
assignment  the  inference  might  arise,  that  a  certain 
period  in  the  history  of  civilization  must  invariably 
be  handled  in  a  specified  year  or  half-year.  Now, 
as  a  matter  of  fact,  nothing  could  be  further  from 
the  spirit  of  the  system  than  such  rigidity.  The 
question  of  correspondence  has  been  discussed  with 
some  thoroughness  in  Chapter  1  of  Part  I,  and  will 
not  be  re-canvassed  here ;  but  the  statement  should 
be  made,  to  guard  against  any  possibility  of  mis- 
conception, that  in  the  Detroit  Training  school,  no 
two  consecutive  years  have  seen  precisely  the  same 
assignment  of  periods  to  grades.  The  general 
order  of  periods  has  indeed  been  followed,  but 
some  periods  have  been  rapidly  glanced  over,  others 
dwelt  upon  and  sometimes  two  merged  in  one.. 


INTROD  UCTIo 


The  standard  is  always  the  children  themselves. 
In  some  schools  a  predominance  of  a  certain 
nationality  or  of  a  certain  class  of  society  with  its 
characteristic  conditions  of  under-feeding,  or  over- 
stimulus,  will  reduce  to  a  minimum  or  unduly  pro- 
long a  certain  period,  in  which  case  of  course  the 
work  must  be  adjusted  to  meet  these  conditions. 
And  almost  without  exception  it  will  be  found  at 
the  beginning  of  a  year  that  in  every  room  are  one 
or  more  children  whose  stage  of  development  cor- 
responds to  a  period  other  than  that  to  which  the 
grade  is  devoted.  And  in  this  case  the  pupil  is 
always  transferred  to  his  proper  grade.  In  all 
cases  the  actual  status  of  the  children's  minds 
determines  the  work  to  be  done.  It  will  be  noticed 
that  sometimes  a  half-year  is  devoted  to  each 
period  treated,  and  sometimes  two  periods  are 
covered  in  a  single  semester,  as  in  the  case  of  the 
Germanic  and  the  Chivalric  periods,  in  B  3.  This 
arises,  as  has  been  intimated,  from  the  needs  of 
the  Detroit  school.  Other  schools  drawn  from  dif- 
ferent classes  or  nationalities  would  undoubtedly 
demand  a  different  assignment  of  the  periods. 

The  analysis  of  character  under  each  period  is, 
primarily,  an  analysis  of  the  development  of  the 
child  at  the  stage  in  his  life  to  which  the  period  in 
question  should  be  assigned.  It  is  thus  intended 
for  the  guidance  of  the  teacher  herself,  to  enable 
her  to  place  the  children  in  their  proper  grades,  so 
far  as  she  can  determine  them,  and  to  take  the 
children's  point  of  view  in  presenting  any  material 


42  OROA  NIC  ED  VGA  TION. 

to  them.  The  "Ethical  Aims,"  it  need  hardly  be 
said,  should  underlie  all  the  presentation  of  mate- 
rial, not  necessarily  to  be  made  explicit,  but  always 
to  be  consciously  used  by  the  teacher.  These  ethi- 
cal aims  represent  the  educational  value  .of  the 
period,  and  are  thus  supremely  important. 

Each  period,  as  represented  by  a  certain  type- 
character,  is  divided  somewhat  arbitrarily  into 
various  headings,  such  as  Appearance,  Clothing, 
School,  etc.,  under  which  the  life  of  the  period  is 
comprised.  The  purpose  of  these  headings  may 
be  briefly  indicated,  first  on  the  negative  side. 
They  are  not  designed  to  be  blindly  followed  by 
the  teacher  in  her  presentation  of  the  period  to 
the  children.  Their  purpose  is  largely  that  of  con- 
venience, enabling  the  teacher  to  trace  for  herself 
the  various  lines  of  progress  from  age  to  age,  and 
thus  to  gain  a  more  distinct  and  orderly  conception 
of  each  period  in  its  specific  relations  to  every 
other.  The  divisions  may  also  serve  to  assure  the 
teacher  that  she  has  omitted  no  essential  points  in 
either  preparation  or  presentation,  and  to  test  the 
knowledge  of  the  children  in  reviewing  a  given 
period.  But  it  must  not  be  supposed  that,  in  the 
study  of  the  Roman  period,  for  instance,  the 
teacher  shall  conscientiously  complete  the  topic  of, 
say,  social  life,  before  she  allows  herself  to  touch 
upon  that  of  the  church.  In  any  of  the  earlier 
civilizations  especially,  the  different  strands  of  life 
are  so  intertwined  that  to  attempt  to  keep  them 
rigidly  apart  is  to  do  violence  to  the  spirit  of  the 


INTRODUCTION.  43 

age  itself.  In  general  the  order  of  topics  set  down 
may  be  followed,  and  whether  followed  or  not  it 
should  always  be  clearly  denned  in  the  mind  of  the 
teacher;  but  only  to  clarify,  not  to  dominate  the 
manner  of  presentation. 

The  material  collected  under  these  headings,  is 
considered  first  as  embodied  in  somewhat  common- 
place or  prosaic  form  in  the  actual  clothing  worn 
by  the  common  people,  the  homes  they  really  lived 
in  and  the  social,  political  and  religious  life  they 
themselves  knew.  But  the  life  of  the  people  may 
not  all  be  comprised  within  these  more  complete 
and  prosaic  forms.  Much  of  it,  comparatively, 
may  not  yet  have  reached  that  advanced  stage  of 
realization.  Such  portions  we  shall  find  expressed 
in  their  art — their  architecture,  sculpture,  paint- 
ing, literature,  or  music.  And  this  feature  of  their 
civilization  must  not  by  any  means  be  neglected, 
as  it  heralds  the  next  step  in  the  progress  of  the 
race,  and  hence  of  the  world.  The  institutions 
and  the  art  of  a  nation  are,  however,  only  the 
fore-ground  of  its  life.  In  the  back-ground  are 
always  the  physical  conditions  known  to  it,  the 
configuration  and  climate  of  the  country,  its  natu- 
ral products,  grains,  fruits,  trees  and  flowers,  its 
native  birds  and  animals.  These  represent  the 
controlling  feature  in  civilization,  definitely  con- 
ditioning all  progress. 

The  life  of  the  people  as  embodied  in  their  art 
and  in  their  practical  life,  and  as  conditioned  by 
natural  environment,  constitutes  the  raw  material 


44  ORGANIC  EDUCATION. 

as  it  is  to  be  used  by  the  teacher,  and  has  been 
placed,  in  the  outlines,  under  the  head  of  "  The 
Story."  Not  that  it  is,  in  its  present  form,  deserv- 
ing of  that  name.  It  is,  as  yet,  only  material, 
sometimes  only  the  references  to  the  sources  for 
material,  which  the  teacher  herself  must  cast  into 
the  form  of  a  story,  or  rather,  of  several  stories, 
adapted  in  thought  and  phrasing  to  the  children  of 
the  grade.  This  story  forms  the  basis  or  starting- 
point  for  all  the  following  work  of  the  period  under 
this  head. 

Nature  study  has  for  its  purpose  the  revelation 
of  the  value  and  possibilities  of  natural  environ- 
ment. This  is  accomplished  through  showing  from 
stage  to  stage  the  gradual  progress  of  civilization 
through  the  discovery  of  the  adaptation  of  nature 
for  supplying  men's  physical,  industrial,  aesthetic 
and  spiritual  needs,  and  through  the  study  by  the 
children  of  their  own  environments. 

The  sequence  method  is  used  exclusively  both  in 
the  information  and  observation  lessons.  The  ma- 
terial representing  the  civilization'  of  any  age  is 
traced  back  to  its  sources  and  the  study  of  its  life 
history  as  a  part  of  the  natural  world  is  followed 
by  a  study  of  the  processes  employed  till  it  emerges 
in  the  manufactured  object.  In  observation  les- 
sons the  static  condition  of  any  object  is  meaning- 
less except  as  it  reveals  past  or  points  to  future 
achievement ;  hence  the  use  of  the  sequence. 

"  Comparison  "  means  the  relating  of  the  life  of 
this  past  civilization  to  the  life  of  the  present, 


INTRODUCTION.  45 

with  a  view  to  enriching  the  child's  consciousness 
of  both.  It  involves  a  comparison  of  the  physical 
conditions,  scientific  conceptions  and  processes,  the 
everyday  industrial,  commercial  and  social  life  of 
the  past  period  with  that  of  the  present,  and  of  the 
art  of  the  period  embodying  certain  ideals,  with 
the  art  of  the  present  expressive  of  modern  ideals 
on  the  same  subject. 

In  order  to  compare  intelligently  the  civilization 
in  question  with  our  own,  we  must  first  compare  it 
with  the  civilizations  behind  it,  that  we  may  see  in 
what  direction  the  line  of  progress  seems  to  point. 
And  not  only  do  we  compare  the  period  studied 
with  the  past  and  with  the  present,  both  in  their 
realized  and  in  their  more  ideal  aspects;  but  we 
compare  the  art-side  of  every  given  civilization 
with  its  practical  side,  with  a  view  to  determining 
what  influence  the  one  exerted  upon  the  other. 
The  heading  "  Comparison,"  in  short,  indicates 
several  cognate  ways  in  which  the  material  is  han- 
dled. 

Another  way  is  by  "  Measure,"  the  third  sub- 
topic.  Here  "  Comparison  "  is  only  carried  a  step 
further,  to  greater  exactness.  The  products,  indus- 
tries, etc.,  of  the  period  in  question  are  measured 
by  the  standards  in  use  at  that  time.  Our  own 
corresponding  products  and  industries  are  likewise 
measured  by  certain  of  our  own  standards.  The 
standards  of  the  period  studied  are  compared  with 
those  of  past  periods  and  with  our  own,  to  call 
attention  to  the  growth  in  exactness.  As  the  pro- 


46  ORGANIC  EDUCATION. 

cess  of  using  tlie  standards  of  different  periods 
involves  the  formation  of  exact  conceptions  both 
oP  number  and  of  form,  this  topic  represents  the 
the  mathematics-side  of  our  study,  as  "The  Story  " 
and  "Comparison"  represent  its  history-  and  soci- 
ology- or  philosophy-side. 

As  the  use  of  number  arose  from  a  demand  for 
accuracy  in  limiting  quantity,  that  is,  in  measuring, 
and  as  measuring  is  of  value  only  when  there  is  # 
standard  of  measurement,  it  would  seem  that 
children  should  be  taught  the  ready  and  accurate 
use  of  numbers  in  connection  with  measuring 
by  means  of  a  fixed  standard.  Since  also  the 
use  of  numbers  grew  out  of  man's  need  and  is 
of  value  to  the  child  only  as  it  is  connected  with 
his  every  day  living,  it  should  be  presented  by 
teaching  him  the  use  of  the  standards  as  he  comes 
in  contact  with  them  in  ordinary  life.  This  re- 
quires a  knowledge  both  of  the  standards  used 
in  supplying  individual  needs  and  those  growing 
out  of  the  relation  of  the  individual  to  social 
institutions.  In  order  that  the  pupil  may  compre- 
hend these  thoroughly  the  necessity  for  them  should 
be  brought  out  and  the  historical  origin  shown. 

Growth  in  knowledge  is  from  the  indefinite  to 
the  definite.  Consequently  in  teaching  number  the 
order  is  from  the  whole  to  the  parts.  In  following 
this  principle,  standards  are  taught  first  as  a  wrhole, 
then  the  most  obvious  or  essential  parts  and 
smaller  units  of  measure  composing  the  larger  are 
taught,  then  other  parts. 


TXTRODUCTION.  47 

A  standard  may  be  taught  as  a  whole  in  one 
grade  and  analyzed  in  the  next,  according  to  this 
principle,  or  in  one  grade  the  whole  and  parts 
most  commonly  used,  and  less  well  known  parts  or 
measures  in  the  next  grade.  These  standards 
should  be  taught  by  the  actual  use  of  them  and 
by  finding  where  they  are  used  in  every  day  life. 

Although  number  ideas  are  gained  through  their 
constant  use  in  measuring  by  means  of  standards, 
the  number  concepts  may  be  made  permanent 
and  the  abstraction  formed  by  finding  where 
the  same  number  concept  has  significance  in 
nature,  human  life,  or  in  art.  For  example,  six 
has  significance  in  nature  in  the  parts  of  the  peri- 
anth of  the  lily,  the  sides  of  crystals,  the  legs  of 
a  butterfly,  the  six  points  of  a  snow-flake;  in 
the  affairs  of  human  life  in  the  six  sides  of  a 
trunk  or  box ;  in  art  in  the  units  of  design  having 
six  parts. 

To  summarize, — In  the  lower  grades  the  children 
work  with  standards  of  measurement  of  different 
kinds,  and  the  relations  of  number  and  the  opera- 
tions that  may  be  performed  with  them  are  learned 
through  their  concrete  use ;  in  the  beginning  quite 
incidentally  but  with  more  and  more  of  con- 
scious purpose.  In  the  middle  grades,  while  there 
is  always  a  use  for  the  numerical  operation,  the 
attention  of  the  children  is  turned  more  particu- 
larly to  the  mastering  of  the  operation  till  they 
achieve  its  ready  and  accurate  use.  In  the  upper 
grades,  the  emphasis  is  upon  continually  wider 


48  ORGA NIC  ED  UCA  TION. 

co-operation  which  demands  the  application  of 
what  has  gone  before.  Thus  the  subject  of  interest 
may  involve  merely  co-operation  among  individ- 
uals; taxes,  among  a  community;  brokerage  and 
exchange,  among  nations. 

"Expression,"  as  the  name  indicates,  means  the 
natural  out-flowing  of  the  brain-activity  of  the 
children,  as  stimulated  by  the  presentation  of  the 
material,  into  the  various  channels  of  art  and 
industry.  It  is  not  alone  reproduction,  but  inven- 
tion as  well  by  means  of  spoken  or  written  lan- 
guage, singing,  drawing,  painting,  tracing,  cutting 
from  paper,  moulding  and  making.  All  this  is  as 
spontaneous  as  may  be,  the  teacher  leaving  all  that 
she  can  for  the  children  themselves  to  contrive, 
not  thinking  for  them  but  stimulating  them  to 
think  for  themselves. 

In  conclusion  it  may  be  said  that  the  wise 
teacher  will  first  of  all  make  herself  thoroughly 
familiar  with  the  historical  material  for  her  grade, 
from  sources  as  near  first-hand  as  possible,  not 
relying  upon  the  Outlines  to  do  her  work  for  her. 
And  in  order  to  know  this  material  in  such  a  man- 
ner as  to  present  it  by  comparison,  she  must  neces- 
sarily acquaint  herself  with  the  material  of  all  the 
other  periods  studied,  particularly  those  prior  to 
her  own.  And  she  will  unceasingly  study  the 
children  of  her  grade,  determining  the  stage  of 
mental  development  at  which  each  has  arrived, 
and  adapting  her  work  in  accordance  with  the 
demands  of  the  actual  situation.  To  such  a 


f\T/ifU)('("rif>\.  40 

teacher  those  outlines  may  perhaps  he  suggestive 
and  thus  to  a  degree  helpful;  but  they  will  only 
lay  upon  her  with  still  greater  urgency  the  obliga- 
tion to  study  her  material,  (both  that  in  the  seats 
of  the  school  room  and  that  on  the  library  shelves,) 
to  use  her  own  judgment,  and  to  stand  upon  her 
own  feet. 

NOTE. — The  photographs  mentioned  for  all  grades  may 
be  obtained  from  the  Soule  Photograph  Company,  338 
Washington  St.,  Boston,  Mass.  If  foreign  photographs 
are  desired  they  may  be  obtained  -of  C.  H.  Dunton&  Com- 
pany, 136  Boylston  St.,  Boston,  Mass.,  or  obtained  directly 
from  the  foreign  dealers. 

The  following  dealers  are  recommended  : 

Alinari  &  Cook,  Rome  and  Florence,  Italy. 

G.  Sommer  &  Figlio,  Naples,  Italy. 

C.  Naya,  Venice,  Italy. 

Berlin  Photograph  Company,  Berlin,  Germany. 

Neurdein,  Paris,  France. 

W.  A.  Mansell,  London,  England. 

English  Photographic  Company,  Athens,  Greece. 

A.  Beato,  Luxor,  Egypt. 

The  colored  photographs  or  photochromes  may  be 
obtained  from  The  Photochrome  Company,  Detroit,  Mich- 
igan. 

Most  of  the  statues,  basts  and  reliefs  may  be  obtained 
from  P.  P.  Caproni  and  Brother,  Boston,  Mass. 


OUTLINES. 

AGOONACK,  THE  LITTLE  ESQUIMAUX  GIRL. 
Grade  B  i. 

Ages  of  children,  four  to  five  years. 
ANALYSIS  OF  CHARACTER. 

A  study  of  Agooiiack,  the  little  Esqimaux  girl, 
is  sometimes  inserted  before  the  study  of  Hiawatha, 
if  the  children  of  the  grade  seem  not  yet  to  have 
emerged  from  the  period  of  oyster-like  content- 
ment which  normally  characterizes  the  very  early 
life  of  a  child.  In  this  stage  the  child  does  not 
wonder  at  its  surroundings,  but  accepts  everything 
stolidly.  Only  active  discomfort  moves  it  to  the 
protest  of  a  cry.  In  cases  of  stunted  development, 
due  to  imperfect  nutrition  or  some  similar  condi- 
tion, this  stage  may  persist  into  the  school  period. 
In  such  cases,  the  Hiawatha-work  will  be  worse 
than  useless.  The  child  is  not  curious,  and  only 
feebly  imaginative.  He  must  be  roused  to  notice 
and  to  think.  And  the  story  of  Agoonack  who 
represents  this  stage  of  development  and  who 
lived  in  the  midst  of  conditions  so  strikingly  dif- 
ferent from  those  known  to  the  child  of  to-day, 
may  chance  to  stimulate  his  dormant  interest. 
Agoonack's  country  is,  however,  sufficiently  like 
our  own,  in  winter  at  least,  to  make  it  intelligible 
to  the  child — his  strongest  sensations  being  as  yet, 


OUTLINE*.  51 

those  of  mass,  such  as  heat  and  cold,  hunger,  etc. 
Thus  the  frozen  land  becomes  real  to  him,  and, 
little  by  little,  his  interest  sharpens,  growing  at 
length  capable  of  grasping  some  details  of  Esqui- 
maux life,  and  comparing  them  consciously  with 
corresponding  details  of  our  own  civilization. 

The  material  for  this  study  will  be  found  largely  in  Jane 
Andrews'  Seven  Little  Sisters,  and  Each  and  All, 
G.  Hartwig's  Polar  and  Tropical  Worlds,  and  Schwatka's 
Children  of  the  Cold. 

The  topics  given  below  in  the  study  of  Hiawatha 
are  to  be  followed  in  this  work.  No  detailed  statement 
will  be  made  under  these  topics,  for  both  the  general 
method  to  be  followed  and  the  sources  of  material  have 
been  indicated.  This  study  would  hardly,  unless  under 
exceptional  conditions,  occupy  more  than  two  months  of 
the  first  school  year,  and  should  prepare  directly  for  the 
Hiawatha  period. 

HIAWATHA,  THE  INDIAN  BOY. 
Grade  B  i. 

Ages  of  children,  5  to  6  years. 
A.       ANALYSIS    OF    CHARACTER. 

In  this  grade  the  nomadic  period  of  civilization 
is  covered,  Hiawatha,  the  Indian  boy,  being  the 
type  of  the  period,  and  Longfellow's  Hiawatha  the 
basis  of  the  study. 

This  period  has  been  chosen  as  representing 
most  adequately  the  mental  status  of  the  child 
just  entering  school.  He  is  yet  in  the  dawning  of 
his  mental  life.  The  world  beats  in  upon  him 
from  all  sides,  as  a  new,  strange  thing.  More  and 
more  it  stimulates  his  awakening  mind.  Slowly 


52  ORGANIC  EDUCATION. 

at  first,  but  soon  very  rapidly,  he  responds  to 
these  stimulations.  His  senses  are  sharpened ; 
and  sense-impressions  grow  to  be  clear-cut  and 
vivid.  He  observes  every  phenomenon  with  ex- 
actness, and  even  comes  to  connect  many  of  them 
with  an  antecedent  phenomenon — to  get  some 
rudimentary  notion  of  cause  and  effect.  In  brief, 
he  begins  at  this  epoch  to  organize  his  knowledge. 
And  this  incipient  organization  creates,  of  itself, 
a  demand  for  more  knowledge.  Every  fact  be- 
comes doubly  interesting  to  him,  because  it  stands 
in  a  certain  relation  to  other  facts  that  he  knows. 
His  interest  is  a  veritable  hunger,  which  to  satisfy 
itself,  seizes  upon  every  fact  of  the  natural  world 
which  comes  within  range  of  his  senses.  He  ex- 
tends that  range  by  wandering  about  from  place 
to  place.  He  observes,  he  wonders,  he  questions, 
he  investigates,  he  experiments.  In  a  word  he  is 
curious. 

ILLUSTRATIONS  OF  CURIOSITY  : 

(a)  Positive  (that  is,  with  a  positive  ethical  bearing, 
commendable) : 

11  What  is  that,  Nokomis?" 

"Learned  of  every  bird  its  language,"  etc. 

— From  Hiawatha. 

(b)  Negative   ( that  is,  with  a  negative  ethical  bearing, 
to  be  used  as  a  warning) : 

Story  of  Goldilocks  and  the  Three  Bears. 

The  child's  curiosity — like  Hiawatha's — leads 
him  into  daring  exploits.  Largely  ignorant  of  the 
danger  he  incurs,  he  does  not  think  of  it  at  all.  An 


OUTLINES.  53 

adventure  to  him  means  little  more  than  an 
experiment,  a  means  of  getting  at  some  new  fact 
or  relation. 

INSTANCES  OF  DARING  : 

(a)  Positive : 

Hiawatha's  slaying  of  the  deer;  the  killing  of  Pearl 
Feather. 

(b)  Negative : 

The  Chicken's  Mistake,  by  Phoebe  Gary. 

In  his  early  observations,  the  child  tends  to  see 
his  world  as  one  undivided  whole,  not  distin- 
guished even  from  himself;  and  he  differentiates 
one  phenomenon  from  another  only  as  his  exper- 
iences bring  to  light  certain  differences  between 
them.  This  means  that  at  first  everything  to  him 
is  alive ;  flowers  and  birds  talk  to  him ;  the  stars 
smile  or  the  moon  frowns  at  him;  animals  think 
as  he  does ;  the  child  is,  we  say,  imaginative.  This 
is  the  period  of  his  strongest  affection  for  all 
things  in  nature.  There  is  now  no  barrier  between 
him  and  them.  He  is  in  a  real  sense  one  with  them. 

INSTANCES  OF  IMAGINATION  : 

(a)  Positive : 

"  Learned  of  every  bird  its  language"  ; 

"Of  all  the  beasts  he  learned  the  language" ; 

"Talked  with  them  whene'er  he  met  them,"  etc. 

— From  Hiawatha. 
The  House  in  the  Woods. 
The  story  of  the  Dog  Sultan. 
The  story  of  the  Queen  Bee. 

— From  Adler's  Moral  Instruction  of  Children. 

(b)  Negative: 

The   Story  of  the   Good   Dog,  from  Victor    Hugo's 


54  ORGANIC  EDUCATION. 

Tales  to  His   Grand  Children,  by  Brander   Matthews,  in 
Wide  Awake,  Nov.  1886,  p.  25. 

FOR  PARALLEL  STUDIES  MAY  BE  USED  : 

Selections  from  Aesop's  Fables,  such  as : 
The  Stag  at  the  Lake, 
The  Cat  and  the  Birds, 
The  Gourd  and  the  Pine, 

The  Oxen  and  the  Axle-Tree ;  and  some  of  the 
Uncle  Remus  Stories,  by  Joel  Chandler  Harris. 

The  child's  constant  experimentation,  in  the 
desire  to  learn  new  facts,  teaches  him  after  a  while 
how  he  himself  may  produce  certain  crude  effects 
under  certain  other  equally  primitive  conditions. 
Thus  he  contrives  rude  means  to  his  own  ends, 
just  as  Hiawatha  devised  his  own  implements  of 
warfare  or  industry  and  the  necessary  means  of 
communication  and  of  transportation. 

INSTANCES  OF  CONTRIVING  : 

(a)  Positive  : 

Hiawatha's  picture-writing  and  canoe-building. 
The  Crow  and  the  Pitcher,  from  Aesop's  Fables. 

(b)  Negative : 

Story  of  the  great  philosopher  who  cut  two  holes  in 
the  wall  of  his  study,  one  large  and  one  small,  by  which 
the  cat  and  her  kitten  might  come  in  and  go  out  as  they 
pleased. 

B.       ETHICAL    AIMS. 

The  foregoing  study  of  the  character  of  the  child 
at  this  stage  of  development  will  perhaps  suffi- 
ciently indicate  to  the  teacher  what  should  be  the 
aims  of  the  work  in  this  grade.  The  child's 
curiosity  is  quickened  in  every  way  possible.  He 


OUTLINES.  55 

is  stimulated  to  ask  questions  about  everything 
and  to  answer  those  questions,  so  far  as  may  be, 
for  himself,  by  observation  and  by  experiment,  to 
use  his  senses  and  his  wits  in  equal  proportions,  to 
be  exact  in  observing  and  in  describing  or  repro- 
ducing what  is  observed.  He  is  left,  wherever 
practicable,  to  think  his  own  way  out  of  difficulties 
and  thus  learns  not  only  to  be  more  cautious  in 
getting  into  trouble,  but  to  be  thoughtful,  contriv- 
ing and  relf -reliant.  His  imagination  is  fed  by 
the  nature  stories,  in  which  personification  is  largely 
used,  and  kindness  to  all  animate  and  inanimate 
things  is  made  a  haT)it. 

To  further  these  aims  the  child  is  encouraged  to 
compare  himself  with  Hiawatha  in  respect  to  self- 
reliance,  ability  to  contrive,  accuracy  of  observa- 
tion, etc.,  until  the  ideal  has  taken  firm  root  in  his 
mind  and  is  used  as  a  standard  unconsciously. 
The  teacher  takes  care  that,  in  general,  the  child 
shall  measure  himself  against  the  ideal,  rather 
than  by  another  child  in  the  room ;  for  the  latter 
course  too  easily  induces  feelings  of  superiority 
and  self-righteousness. 

I.     THE  APPEARANCE  OF  HIAWATHA. 

1.  THE  STORY. 

Hiawatha  was  a  tall  boy  for  his  age,  with  a 
straight  and  slender  figure.  His  face  was  the 
color  of  a  copper  cent  (the  head  on  a  cent  is 
shown),  his  hair  black  and  straight,  his  eyes  dark 
and  his  cheek  bones  high. 


56  ORGANIC  EDUCATION. 

Remington 'd  Indian  pictures,  especially  the  illustra- 
tions of  Hiawatha,  are  used  freely.  (Pictures  of  a  boy 
should  be  shown,  not  of  a  man.)  With  these  may  be  com- 
pared pictures  of  children  of  the  present  time  in  children's 
books  and  magazines,  such  as, 

St.  Nicholas, 

The  Child  Garden, 

Little  Men  and  Women,  etc. 

2.  COMPARISON. 

The  children  of  the  school  are  compared  with 
Hiawatha  in  the  foregoing  points,  that  they  may 
understand  clearly  just  how  Hiawatha  looked. 

3.  MEASURE. 

With  the  aid  of  the  teacher  the  children  meas- 
ure their  own  and  each  other's  height,  girth, 
length  of  limb,  the  distance  each  can  see  and 
hear,  and  the  keenness  of  his  sight  and  hearing. 
Each  learns  to  count  up  to  the  number  of  years 
in  his  own  age.  They  learn  the  Indian  method  of 
measuring  time  by  moons,  the  names  of  the  differ- 
ent moons,  the  names  and  the  number  of  the 
months  in  the  school  year.  They  learn  the  foot 
as  a  whole,  and  as  made  up  of  twelve  inches,  the 
"half-foot,'  the  quarter,  and  the  third. 

4.  EXPRESSION. 

The  figure  of  an  Indian  boy,  having  been  out- 
lined by  the  teacher,  the  children  cut  it  out,  fill 
in  the  needed  lines,  and  color  it  with  crayon  or 
paints  or  they  cut  from  paper,  without  drawing,  a 
representation  of  Hiawatha.  They  then  draw 
some  child  in  the  room,  and  color  the  picture. 


Ol'TLIXKS.  57 

Read:  "And  he  looked  at  Hiawatha, 

Looked  with  pride  upon  the  beauty,"  etc. 

The  teacher  should  keep  the  records  uf  the  measure- 
ments ut'  the  children  as  a  basis  for  her  own  study  of  the 
children  during  the  term,  aiid  at  the  end  of  the  term 
should  give  them  to  the  teachtr  \\ho  teaches  the  next 
grade,  who  will  compare  these  records  with  those  she 
makes  of  the  same  children. 

II.     HIAWATHA'S  CLOTHING. 

1.  THE  STORY. 

Hiawatha  wore  a  deer-skin  shirt,  mantle,  moc- 
casins, and  leggins,  a  belt  of  wampum  about  his 
waist,  and  eagle  or  turkey-feathers  on  his  head. 

This  is  the  ordinary  clothing  of  the  Indian.  Hiawatha's 
dress,  as  desciibed  in  the  poem,  included  magic  mittens 
and  enchanted  moccasins.  The  more  elaborate,  festal 
dress  is  described  as  that  of  Puu-Puk-Keewis,  at  Hia- 
watha's wedding  feast. 

Stories  from  the  poem  used  in  connection  with  this 
topic  are  lagoo's  present  to  Hiawatha  of  a  bow  and  ar- 
rows, and  Hiawatha's  killing  of  the  deer  (to  show  the 
source  of  the  principal  material  used  for  clothing). 

2.  COMPARISON. 

Hiawatha's  clothing  is  compared  with  that  of 
the  boys  and  girls  in  school,  as  to  its  material,  the 
work  done  upon  it,  the  implements  employed,  its 
form,  its  usefulness  or  durability,  its  beauty. 

Specimen  questions  upon  this  point  are  the  following: 
What  are   our   magic   moccasins    (steam   and    electric 

cars),  and  mittens  (machinery)? 

Why  did  Hiawatha  not  wear  woolen,  cotton,  silk,  or 

linen,  as  you  do? 

o 


58  ORGANIC  EDUCATION. 

Why  did  he  have  so  mauy  things  of  deer  skin? 

Why  did  he  use  quills  from  the  hedge-hog? 

How  long  do  you  think  it  would  take  to  make  Hiawa- 
tha's clothes? 

How  long  would  they  last? 

Would  he  he  likely  to  have  many  suits  of  clothes? 

How  could  he  keep  clean? 

How  do  you  keep  clean  ? 

Have  you  many* suits  of  clothes? 

How  long  do  they  last? 

Did  Nokomis  sew  his  clothes?     How? 

Who  makes  your  clothes?     How  many  people? 

Why  not  one  ? 

How  long  does  it  take? 

What  takes  the  longest  time? 
'    How  much  does  it  cost  for  material?    Time?     Work? 

Would  you  like  to  wear  clothes  like  Hiawatha's? 

When  would  you  prefer  to  wear  such  clothes,  in  winter 
or  in  summer? 

How  do  you  buy  your  clothing? 

How  much  does  it  take? 

How  much  does  it  cost? 

Do  you  think  Hiawatha's  clothes  are  as  pretty  as  yours? 
Why? 

How  long  have  yon  worn  the  dress  you  have  on? 

Will  it  always  be  long  enough  ? 

At  what  kind  of  store  do  you  get  the  material  for  your 
clothes  ? 

3.  MEASURE. 

The  expression  work  is  so  arranged  as  to  de- 
mand exact  measuring  and  counting.  The  dress 
of  the  doll  is  made  by  measurement.  Beads  are 
put  into  patterns,  and  the  fan  is  made  of  feathers 
in  such  a  way  as  to  require  counting.  The  yard 
is  taught  by  the  practical  use  of  it  as  a  measure, 


OUTLINES.  59 

then  the  half-yard,  the  third  of  a  yard,  the 
quarter-yard;  the  foot  as  a  whole,  then  its  half, 
its  third,  its  quarter,  the  number  of  inches  and 
the  square  inch ;  the  dozen  and  the  half-dozen ; 
the  dollar,  the  half-dollar,  the  quarter-dollar,  the 
dime.  The  children  themselves  bring  in  facts 
gained  at  home  as  to  the  use  of  these  standards  in 
the  daily  life  of  the  family,  and  from  these  facts 
the  teacher  makes  simple  problems. 

As  sources  for  some  of  the  clothing  and  adorn- 
ments, the  deer,  the  hedge-hog,  and  the  wild  tur- 
key may  be  studied  in  their  proper  sequences. 

4.  EXPRESSION. 

The  children  dress  a  doll  for  Hiawatha,  and 
one  for  a  child  of  the  present.  They  string  beads 
of  the  Indian  'colors,  red,  black  and  white,  and 
make  them  into  patterns  for  trimming.  They  make 
a  fan  of  turkey  feathers.  They  tell  in  sequence 
about  the  processes  of  tanning  skin  and  making 
beads,  and  that  of  making  a  dress  of  the  present 
time.  They  draw  pictures  to  illustrate  the  stories 
used.  They  make  something  which  requires  the 
use  of  the  different  standards  they  have  studied. 

Read:  "From  his  lodge  went  Hiawatha 

Dressed  in  deer-skin  shirt  and  leggings,"  etc. 

III.     HIAWATHA'S  HOME. 

1.  THE  STORY. 

Hiawatha's  home  was  the  wigwam  of  Nokomis 
which  stood  by  the  shores  of  the  bright  lake,  with 
the  dark  pine  forest  behind  it. 


60  ORGANIC  EDUCATION. 

An  idealized  picture  of  the  Indian  wigwam  is  found  in 
in  the  story  of  Hivvatha's  wooing,  as  a  description  of  the 
home  of  Minnehaha. 

The  Wfgwam  of  Nokomis  was  made  of  poles  fas- 
tened together  at  the  top  and  covered  with  deer- 
skin. It  was  only  about  as  large  as  one  of  the 
rooms  in  your  home.  There  was  only  one  room  in 
the  wigwam,  and  but  one  door.  A  hole  in  the  roof 
served  as  a  chimney  to  let  some  of  the  smoke  out. 

Here  Nokomis  rocked  Hiawatha  in  his  little  lin- 
den cradle  which  the  old  lagoo  had  made  and  carved 
for  him.  Here  she  cooked  his  food,  here  they  ate 
their  meals,  and  here  they  slept  at  night. 

As  nature-study,  the  children  learn  the  life- 
history  of  some  tree  which  is  convenient  for 
observation,  beginning  at  a  point  appropriate  to 
the  season.  They  study  the  forest  as  a  protector, 
as  a  source  of  supply,  as  the  home  of  animal  and 
plant  life,  as  a  source  of  enjoyment;  the  lake  as  a 
source  of  supply,  as  the  home  of  animal  and  plant 
life,  as  a  means  of  communication  and  enjoyment. 
The  effect  of  a  change  of  seasons  on  both  forest 
and  lake  is  brought  out  in  story  form,  and  the 
thought  appropriate  to  the  season  impressed. 

The  autumn-thought  is,  in  general,  storing,  providing, 
feeding,  giving;  the  winter-thought,  rest,  sleep;  the 
spring-thought,  awakening,  preparing;  and  the  summer- 
thought,  flowering,  fullness  of  life.  The  first  three, 
however,  cover  the  period  of  the  school-year. 

The  firefly,  Hiawatha's  lamp,  may  be  studied  in 
its  proper  sequence. 


OUTLINES.  61 

In  connection  with  the  work  on  Hiawatha's 
cradle,  the  teacher  tells  nature-stories  about  some 
"cradles  that  the  wind  rocks,"  such  as  nests, 
cocoons,  buds,  seeds  and  fruits.  The  children 
study  the  life-history  of  those  they  collect. 

In  connection  with  the  nature-study  such  number- 
questions  as  the  following  are  asked  : 

How  long  does  the  wind  rock  the  bird's  cradle?  the 
butterfly's?  the  milk-weed's?  the  tree-bud's? 

How  long  does  it  take  a  baby-bird  to  grow  up? 

How  long  does  its  mother  take  care  of  it? 

How  long  ago  were  you  a  baby? 

How  long  did  you  have  to  be  taken  care  of? 

How  many  people  took  care  of  you  ? 

2.  COMPARISON. 

The  home  of  Hiawatha  is  compared  with  the 
homes  of  the  children  in  the  school,  as  to  appear- 
ance, material,  tools  used,  size,  cost  and  comfort, 
with  especial  reference  to  the  lighting  and  warm- 
ing. 

Questions  such  as  the  following  may  be  asked  : 
What  furniture  had  Hiawatha? 
What  have  you? 

Why  did  not  Hiawatha  have  more? 
What  could  you  do  without? 
What  more  would  you  like  to  have? 
Where  did  Hiawatha  get  his? 
Where  do  you  get  yours  ? 
What  kind  of  lamp  had  Hiawatha? 
How  was  the  wigwam  kept  warm? 

What  makes  the  smoke  go  out  at  the  top  of  the  wig- 
wam ? 


62  ORGANIC  EDUCATION. 

Where  does  the  smoke  go  out  of  your  house?  What 
makes  it  go  out  there  ? 

Where  was  Hiawatha's  bath-room? 

Instead  of  going  out  to  get  your  food  in  the  forest,  where 
do  you  go  to  get  it  ? 

3.  MEASURE. 

The  children  count  the  number  of  rooms,  doors, 
windows,  chimneys,  pieces  of  furniture  of  certain 
kinds,  in  their  houses  and  in  the  house  of 
Hiawatha,  measuring  parts  of  their  own  houses  or 
furniture  in  yards,  feet  and  inches,  or  other  appro- 
priate standards.  In  the  construction  of  the  wig- 
wam and  the  playhouse,  everything  is  done  by 
exact  measurement. 

4.  EXPRESSION. 

Both  a  wigwam  and  a  modern  play-house  are 
constructed  by  the  children,  with  their  different 
environments,  and  internal  arrangements,  furni- 
ture, dishes,  etc.  Pictures  are  drawn  of  both 
structures  as  a  whole  and  of  certain  of  their  con- 
tents. Hiawatha's  cradle  is  both  made  and  pic- 
tured. The  nature  stories  about  cradles  that  the 
wind  rocks  are  illustrated  by  drawing  or  painting 
from  the  objects. 

In  this  study  of  the  home,  it  is  expected  that  the 
children  will  begin  to  gain  a  love  for  the  larger  .aspects  of 
nature,  through  sympathetic  study  of  lake  and  forest,  and 
to  formulate  an  ideal  of  the  home.  As  aids  toward  this 
end  may  be  used  boat-songs,  songs  of  the  forest  and  songs 
of  home,  pictures  of  lake  and  forest,  of  the  Madonna  and 
Child,  of  pleasant  modern  interiors  and  home-circles.  (It. 


(tl'TLlNES.  63 

should  be  noted,  wherever  pictures  of  the  Madonna  or  of 
the  Christ-child  are  suggested,  that  they  are  in  all  cases 
to  be  used  with  110  religious  or  sectarian  significance,  but 
as  typical  of  the  universal  ideals  of  motherhood  and  child- 
hood as  expressed  in  art.) 

Eead :     "By  the  shores  of  Gitche  Gumee,"  etc. 

IV.     HIAWATHA'S  FOOD. 

1.  THE  STORY. 

Hiawatha  ate  deer,  buffalo  and  bear-meat  in 
their  season,  fish  of  many  kinds,  squash,  corn,  Wild 
rice  and  pumpkins,  strawberries,  blue-berries, 
gooseberries,  grapes,  melons  and  maple-sugar. 

For  some  of  these  articles  of  food  see  Hiawatha's  Wed- 
ding Feast,  and  the  account  of  his  fasting. 

The  sequence  of  the  growth  of  com  is  observed 
and  studied  by  the  children.  They  follow  the  seed 
through  its  whole  life  history.  They  also  study 
its  grinding  and  cooking  for  food.  The  fertiliza- 
tion and  production  of  seeds,  being  in  the  large, 
can  be  easily  studied  by  the  children  and  forms  a 
basis  for  all  their  future  plant  study.  The  study 
of  the  corn  should  be  followed  by  the  story  of 
Mondamin  from  Hiawatha.  For  a  parallel  study  is 
used  the  sunflower,  out  of  which  the  Indians  made 
flour.  Other  articles  of  food  used  by  Hiawatha 
should  be  studied  in  the  same  fashion,  selecting 
from  the  list  those  which  are  appropriate  to  the 
season. 

2.  COMPARISON. 

The  child  compares  our  own  food  at  the  present 


64  ORGA  NIC  ED  UCA  TION. 

day  with  that  of  the  Indians,  as  to  ways  of  obtain- 
ing, preserving,  preparing  and  serving  it. 

Such  questions  as  the  following  aid  him  in  doing  this : 

What  do  you  have  to  eat  for  hreakfast?  Dinner?  Sup- 
per? 

Where  did  these  things  come  from? 

What  did  Hiawatha  have? 

Where  did  they  come  from? 

What  do  you  ever  buy  at  the  grocery  ? 

What  did  Hiawatha  get  instead  of  this? 

How  did  he  get  it? 

What  did  you  pay  for  what  you  bought? 

What  did  you  ever  buy  at  a  baker's? 

What  did  it  cost? 

How  does  your  mother  cook  your  food? 

What  does  she  do  first?    What  next,  and  next? 

How  many  things  could  Nokomis  cook  at  once? 

How  many  can  your  mother  cook? 

Tell  something  she  cooks,  all  the  different  things  she 
does. 

How  long  does  it  take  ? 

What  utensils  does  she  use,  how*  much  do  they  hold? 

How  does  your  mother  tell  how  much  to  use? 

Did  the  Indians  need  good  teeth  to  eat  their  food? 

What  can  you  do  to  have  good  teeth? 

Did  Hiawatha  have  a  (able  in  his  dining  room? 

How7  many  dishes  did  Hiawatha  have? 

Did  he  have  spoon,  knife  and  fork? 

WThat  were  they  made  pf  ? 

How  many  do  you  have? 

Did  you  ever  set  the  table? 

Where  does  the  fire  come  from  that  cooks  your  dinner? 

How  did  Nokomis  light  a  fire  to  cook  Hiawatha's  dinner? 

What  kind  of  dishes  did  she  use  to  cook  with  ? 

What  kind  does  your  mother  use? 


05 

How  did  Nokomis  cook  Hiawatha's  fish  ? 
How  does  your  mother  cook  fish  for  you? 

3.  MEASURE. 

The  children  learn  the  u.se  of  quart  and  pint 
measures,  and  what  a  set  of  spoons,  cups,  etc.,  is. 
They  play  buying  and  selling  different  articles, 
measuring  correctly  the  amount  sold,  and  paying 
for  it  with  real  pieces  of  money. 

Such  questions  as  the  following  aid  in  estahlishing 
notions  of  number: 

How  many  were  there  in  Hiawatha's  family  ? 

How  man)7  in  yours? 

When  you  set  the  table,  how  many  plates  do  you  put 
on?  How  many  cups  and  saucers?  Knives?  Forks? 
Spoons? 

Did  you  ever  break  any  dishes? 

Did- it  make  any  difference? 

Did  anyone  have  to  go  without? 

What  did  it  cost  to  get  new  ? 

Where  do  you  get  dishes? 

How  do  you  usually  get  them? 

How  many  in  a  set? 

4.  EXPRESSION. 

Clay  dishes  are  made  by  the  children.  Baskets 
are  covered  on  the  outside  with  clay,  so  that  they 
can  be  used  for  heating  water.  The  story  of  Mon- 
damin  and  all  the  nature-sequences  are  told  and 
illustrated  by  the  children.  Toy  dishes  or  real 
ones  are  brought  to  the  school-room,  and  the 
children  taught  how  to  set  a  table  neatly  and 
precisely.  The  children  make  the  different  stand- 


66  ORGANIC  EDUCATION. 

ards  used,  and  draw  pictures  of  the  pieces  of  money 
they  know. 

Read  :     "  Make  a  bed  for  me  to  lie  in, 

Where  the  rain  may  fall  upon  me,"  etc. 

V.     HIAWATHA'S  SCHOOL. 
1.  THE  STORY. 

Hiawatha  went  to  school  in  the  forest,  on  the 
lake,  and  down  the  river.  He  learned  about  all 
that  he  saw  and  heard;  the  sky,  the  moon,  the 
stars,  the  rainbow,  flowers,  the  lapping  of  the  waves 
on  the  beach,  the  whispering  of  the  winds  through 
the  pine-trees,  the  chattering  of  the  birds,  and  the 
talking  of  the  beasts  together.  Nakomis  taught 
him  some  of  these  things,  but  the  most  he  learned 
for  himself  from  the  birds  and  the  beasts  that  he 
loved.  The  old  lagoo  taught  Hiawatha  how  to 
make  his  bow  and  arrows,  and  the  hunters  of  the 
tribe  taught  him  how  to  use  them.  Hiawatha 
learned  how  to  fish  and  to  hunt,  to  run  swiftly 
and  to  shoot  the  arrow,  to  make  for  himself  a 
canoe,  a  wigwam,  and  all  things  that  he  needed. 

Hiawatha's  natural  environment  and  that  of  the 
children  are  studied,  so  far  as  may  be.  The 
children  learn  the  life-stories  of  the  flowers  which 
Hiawatha  knew  and  which  are  known  also  by 
them,  such  as  the  dandelion  and  the  water  lily ;  of 
the  trees,  oak,  pine  and  maple ;  of  the  owl,  the 
brown  sparrow,  the  woodpecker,  and  the  robin. 
These  birds  that  Hiawatha  knew  are  successively 
compared  with  other  birds  that  the  children  know, 


OTTL/.Y/vX  67 

such  as  the  canary,  the  humming-bird  and  the 
duck,  the  teacher  bringing  out  in  every  case  the 
relation  of  structure,  color,  environment  and  life- 
habits  to  each  othor. 

STORIES  : 

How  the  woodpecker  got  his  crimson  tuft.  From  Hia- 
watha and  Pearl  Feather. 

The  Indian  legend  of  Robin  Redbreast. 

Robin  Redbreast — Wm.  Allingham,  in  Open  Sesame, 
Vol.  I. 

Ltttle  Bell— T.  B.  Westwood,  in  Open   Sesame,  Vol.  I. 

The  other  animals  Hiawatha  knew  are  later 
studied  in  much  the  same  way;  the  squirrel  and 
the  rabbit,  the  beaver  and  the  bear.  The  two 
latter  cannot  usually  be  studied  except  from  infor- 
mation supplied  by  others. 

Landseer's  and  Rosa  Bonheur's  animal  pictures  are 
used  in  this  connection,  and  Titian's  Madonna  of  the 
Rabbit  will  be  found  useful. 

In  the  nature-studies  of  animals,  plants,  seeds,  etc.,  the 
teacher  personifies  very  largely  ;  and  the  children  conse- 
quently do  the  same  in  telling  the  stories  themselves. 
Conversations  between  the  seed  and  the  earth,  the  rabbit 
and  the  lettuce,  etc.,  are  used  to  increase  the  vividness  of 
the  personification. 

The  children  learn  the  changes  in  the  appear- 
ance of  the  moon,  and  how  these  changes  are  used 
for  measuring  time.     They  point  out  the    Great 
Dipper,  the  Great  bear,  and  the  Milky  Way. 
STORIES  : 

Peep  Star.— Wiltsie. 

The  Story  of  the  Dipper.— Wiltsie. 


68  ORGANIC  EDUCATION. 

In  studying  the  rainbow,  they  learn  its  relations 
to  rain  and  become  familiar  with  the  spectrum. 
The  winds  are  studied  in  a  general  way  as  to  their 
direction,  their  force  and  their  effects. 

In  connection  with  tlie  rainbow,  may  be  used  The 
Story  of  the  Ray  Children,  from  the  Child  Garden,  and 
Wiltsie's  Story  of  a  Raindrop.  Experiments  are  made 
to  show  evaporation.  With  the  work  on  winds  is  read  or 
told  A  Story  for  Willie  Winkle,  by  Wiltsie. 

A  weather  report  is  made  every  day  by  the 
children,  showing  whether  the  day  has  been 
marked  by  sunshine,  clouds,  snow  or  rain-storms, 
what  the  temperature  was,  whether  there  was  dew 
or  frost,  the  direction  of  the  prevailing  winds,  etc. 

For  the  idea  of  such  a  weather  report,  see  Jackman's 
Nat  ure- Study. 

2.  COMPARISON. 

Hiawatha's  school  is  compared  by  the  children 
with  their  own,  as  to  size>  structure,  comfort,  sub* 
jects  taught,  and  hours  of  study,  with  a  view  to 
widening  their  conception  of  the  school.  In  this 
comparison  they  come  to  realize  that  school  means 
learning  anywhere  and  at  any  time,  not  simply 
the  five  hours  a  day  spent  within  certain  four 
walls. 

3.  MEASURE. 

The  children  learn  the  number  of  days  in  a 
week.  They  estimate  the  cost  of  the  things  they 
use  in  school  work,  as  sponge,  slate,  pencil.  They 


OUTLINES.  69 

measure  by  appropriate  standards  the  things  they 
make  in  expression  work.  The  work  with  the 
colors  of  the  spectrum,  in  laying  the  colors,  and 
in  finding  related  colors,  gives  ideas  of  number- 
relations.  Any  significant  number-facts  connect- 
ed with  the  nature-study  are  now  brought  out,  as 
the  number  and  arrangement  of  toes  of  birds, 
rabbits  and  cats  ;  wings  of  birds  or  butterflies, 
petals  of  flowers  of  different  kinds  ;  points  of  the 
star,  the  snowflake,  etc. 

4.  EXPRESSION. 

The  children  reproduce,  by  means  of  drawing, 
coloring  or  modelling,  the  natural  objects  they 
study. 

The  reproduction  of  what  the  children  observe  is  made 
as  exact  as  possible,  that  it  may  serve  as  a  basis  for  habits 
of  truth-telling. 

They  tell  the  sequences  growing  out  of  their 
nature-study,  and  illustrate  them  by  drawings. 
They  tell,  act  out  and  illustrate  by  drawings  Hia- 
watha's contrivances,  such  as  the  building  of  the 
canoe.  They  make  his  bow  and  arrows,  and  a 
model  of  his  canoe. 

In  this  study  the  idea  of  co-operation  begins  to  dawn, 
being  suggested  by  the  working  together  of  all  nature  to 
make  each  flower,  tree,  and  animal  what  it  is.  The  same 
idea  is  further  enforced  by  the  story  of  the  contributions 
of  the  forest  to  the  building  of  Hiawatha's  canoe.  The 
children  learn  that  nature  will  help  them,  if  they  study 
her  carefully  and  lovingly. 

Read  :  "At  the  door  on  summer 


UNIVERSITY 


70  ORGANIC  EDUCATION. 

VI.     SOCIAL  LIFE. 

1.  THE  STORY. 

Hiawatha  had  two  friends,  Chibiabos,  the  sweet 
singer,  and  Kwasiiid,  the  strong  man. 

Stories  are  told  to  illustrate  the  strength  of  the  one  and 
the  skill  of  the  other. 

These  three  friends  always  helped  each  other 
and  never  quarreled. 

The  ideal  here  is  that  of  friendship.  Loyalty  and  help- 
fulness in  friendship  are  suggested. 

Hiawatha  and  his  friends  played  quoits  and  ball 
together,  ran  races  and  shot  with  bow  and  arrows, 
to  see  which  could  shoot  farthest  and  fastest. 

They  would  all  be  invited  sometimes  to  a  feast, 
such  as  that  which  Nokomis  gave  when  Hiawatha 
killed  the  deer.  Messengers  would  go  throughout 
the  village  with  wands  of  willow  to  invite  the 
guests  to  the  feast.  The  guests  would  sit  down 
and  eat  while  the  host  and  his  family  served  them. 

The  description  of  the  feast  is  derived  from  the  account 
in  the  poem  ot  Hiawatha's  Wedding  Feast.  If  the  teacher 
prefers  to  have  the  children  know  Hiawatha  only  as  a 
child,  the  description  of  the  wedding  feast  may  be  left 
general,  as  above,  or  applied  to  the  feast  as  given  by  No- 
komis to  celebrate  Hiawatha's  slaying  of  the  deer. 

When  all  had  finished  eating,  perhaps  Chibiabos 
would  sing  a  song  for  them,  or  Kwasind  would 
show  them  what  he  could  do  with  his  great 


OUTLINES.  71 

strength,  or  lagoo  would  tell  them  a  story.      Each 
did  what  he  could  to  make  it  pleasant  for  the  rest. 

2.  COMPARISON. 

The  children  compare  their  friends  with  those 
of  Hiawatha,  the  feasts  they  know,  such  as 
Thanksgiving  and  Christmas  dinners,  with  his, 
and  their  games  with  those  of  the  Indians. 

3.  MEASURE. 

The  children  count  their  friends,  the  number  of 
games  they  know  how  to  play,  the  parties  they 
have  attended,  the  days  in  the  year  when  thev 
invite  people  to  their  houses,  and  have  a  special 
dinner  or  supper  for  them.  The  girls  tell  how 
they  set  the  table  when  they  have  doll  parties,  and 
how  many  dolls  they  have.  The  boys  tell  the 
number  of  marbles  or  tops  each  owns. 

4.  EXPRESSION. 

The  games  of  Hiawatha  are  played  by  the  child- 
ren. They  tell,  act  out,  or  represent  by  pictures, 
stories  of  Kwasind's  strength,  and  the  sequence  of 
the  feast.  They  try  to  sing  as  sweetly  as  Chibia- 
bos  played  on  his  flute.  They  entertain  the 
school  by  telling  such  stories  as  they  know. 

Read:  "  Two  good  friends  had  Hiawatha,"  etc. 

VII.     INDUSTRIAL  LIFE. 
1.  THE  STORY. 

lagoo  made  and  carved  from  linden-wood  a 
cradle  for  the  baby  Hiawatha.  For  the  boy  Hia- 


72  ORGA  XI  ('  EJ)  i'(  'A  77O.Y. 

watha  lie  made  a  bow  and  some  arrows  with  which 
he  could  get  his  food.  With  these  Hiawatha  shot 
a  deer,  and  Nokomis  cooked  its  flesh  for  food  and 
made  a  coat  for  Hiawatha  from  its  skin.  From 
the  skins  of  other  deer,  Hiawatha  made  him  a  wig- 
wam in  the  forest.  From  cedar  boughs  and  birch- 
bark,  larch  fibres,  and  pine  balsam,  he  made  a 
canoe  from  which  to  catch  fish  for  his  food;  and 
his  friend  Kwasind  cleared  the  river  for  him,  so 
that  he  could  paddle  down  it  in  his  canoe.  Noko- 
mis raised  corn  and  ground  it  to  make  flour,  while 
Hiawatha  made  dishes  of  wood,  horn,  shell,  and 
clay,  in  which  Nakomis  could  cook  and  serve 
their  food.  All  these  things  and  many  more  must 
Hiawatha  do,  or  have  done  for  him,  in  order  to 
live  at  all. 

2.  COMPARISON. 

The  children  find  out  what  they  have  to  do  and 
what  has  to  be  done  for  them,  in  order  to  supply 
them  with  food,  shelter,  clothing,  etc.  They  trace 
their  clothing,  for  instance,  back  to  the  raw  material, 
comparing  the  process  at  every  stage,  the  number 
of  people  occupied  with  it,  the  length  of  time 
required,  etc.,  with  similar  facts  concerning  the 
clothing  of  Hiawatha.  Hiawatha's  canoe  is  com- 
pared with  our  boats,  wagons,  cars.  The  clearing 
of  the  river  by  Kwasind  is  compared  with  the 
dredging  children  have  seen  on  the  river.  Most  of 
these  points  have  been  previously  covered,  and 
here  are  only  massed,  for  the  sake  of  showing  that, 


OUTIJXJM.  73 

tliough  Hiawatha  had  to  have  other  people  do 
some  things  for  him,  we  are  far  more  dependent 
upon  others  than  he  was,  because  we  have  more 
comforts  than  he  had. 

The  children  study  the  life-history  of  the  mate- 
rials used  by  Hiawatha  in  building  his  canoe,  to 
see  why  each  was  adapted  to  the  use  to  which  he 
put  it. 

3.  MEASURE. 

The  number  of  people  who  are  needed  to  produce 
each  of  several  necessary  articles  in  the  children's 
experience,  is  estimated.  The  measurements  used 
in  making  each  of  them  are  taken.  The  cost  of 
each  is  calculated,  so  far  as  the  children  can  do  it, 
from  the  raw  material  through  its  various  stages 
of  manufacture  or  handling.  For  the  work  others 
do  for  us,  we  have  to  render  some  compensation. 
We  have  to  pay  ten  cents  to  ride  on  the  ferry  boat 
or  five  cents  on  the  street  cars.  This  is  much 
better  than  to  have  to  make  our  boats  or  cars. 
The  children  learn  the  value  of  the  dime,  from  its 
use  in  buying  things  which  cost  that  amount  or 
less.  They  learn  the  pieces  of  money  that  would  be 
used  in  making  change  for  a  dime.  Through  this 
and  the  use  of  previous  standards,  the  combina- 
tions and  separations  of  numbers  through  twelve 
should  be  learned.  Incidentally  some  numbers 
above  twelve  will  also  become  somewhat  familiar, 
but  should  not  be  insisted  upon  until  the  next 
grade. 

1U 


74  ORGANIC  EDUCATION. 

4.  EXPRESSION. 

The  industrial  activities  of  Hiawatha  are  repro- 
duced by  the  children.  They  plant  the  corn,  grind 
it  to  make  flour,  make  such  utensils  as  have  not 
been  hitherto  constructed,  "act .out''  Hiawatha's 
hunting  and  fishing,  and  illustrate  everything,  by 
drawings. 

The  child  learns,  in  the  study  of  industrial  life,  still 
more  of  the  necessity  of  co-operation.  This  idea  is 
impressed  in  all  his  games.  Each  child  has  a  "part" 
which  he  must  perform  or  the  game  comes,  to  a  stand-still. 
And  from  the  notion  of  responsibility  implicit  here,  flows 
naturally  a  conception  of  life  as  an  organized  whole,  in 
whose  co-operative  activities  each  child  has  a  necessary 
part. 

Read :     "  Give  me  of  your  bark,  0  Birch  Tree,"  etc. 

VIII.     THE  STATE. 

It  will  be  difficult  to  give  the  children  a  clear 
idea  of  tribal  organization.  They  may  be  told,  if 
the  teacher  thinks  best,  that  Hiawatha,  because  he 
had  learned  so  well  how  to  hunt  and  fish  and  pro- 
vide for  all  his  own  needs,  became  when  he  grew 
up,  the  chief  of  his  tribe,  and  saw  that  all  his  peo- 
ple had  what  they  needed  to  eat  and  wear,  just  as 
he  himself  had.  His  office  may  be  compared  with 
that  of  the  mayor,  the  president,  the  superintend- 
ent of  schools,  or  any  other  official  known  to 
the  children. 

Read:     "You  shall  hear  how  Hiawatha- 

Prayed  and  fasted  in  the  forest,"  etc. 


OUTLINES.  75 

X.     THE  CHURCH. 

If  the  teacher  tliinks  fjes't,'  she  may  tell  the 
children  about  Hiawatha's  belief  in  the  Great 
Spirit/his  prayer  to  the  Great  Spirit  for  food  for 
his  people,  and  its  answer  in  the  gift  of  Indian 
corn. 

The  chief  value  of  the  work  under. these  two  headings 
will  be  found  later  in  comparison  with  similar  institutions 
in  other  periods. 

Read  :  "O,  my  children  !  my  poor  children  ! 
Listen  to  the  words  of  warning,"  etc. 

REFERENCE  BOOKS. 

Goodrich.    Manners  and  Customs  of  the  Indians. 
Powell.    Annual  Report  of  Ethnology! 
Brooks.    Story  of  American  Indians. 
Schoolcraft.    Myths  of  Hiawatha. 
Schoblcraft.    North  American  Indians. 
Emerson.    Indian  Myths. 

Old  South  Leaflets.  Manners  and  Customs  of 
the  Indians. 

J.  Fiske.    Discovery  of  America. 
Mason.  Woman's  Share  in  Primitive  Culture. 

:  *  '• 

PICTURES    SUGGESTED. 

Raphael.  Madonna  del  Cardellino. 

Raphael.  Madonna  of  the  Fish. 

Raphael.  Madonna  of  the  Lily. 

Raphael.  Sistine  Madonna  (Mother  and  Child). 

Raphael.  Madonna  del  Baldacchino  (Mother 
and  Child). 


76  ORG A  NIC  ED  UCA  TION. 

Raphael.    Madonna  of  the  Legend. 
Raphael.    Madonna  of  the  Pearl. 
Raphael.    Madonna  di  Casa  Tempi. 
Leonardo  da  Vinci.     Virgin,  Infant  Jesus  and 
St.  Anne. 

Carlo  Dolci.     Madonna  and   Child    (Pitti  Gal- 

lery). 

Carlo  Dolci.  Madonna  and  Child  (Corsini  Gal- 
lery, Rome). 

Murillo.    Virgin  of  Seville. 

Murillo.    Holy  Family  of  the  Bird.     (Madrid.) 

Coreggio.    Madonna  della  Scodella. 

Coreggio.    Holy  Day. 

Carlo  Maratta.  Madonna  and  Child  (Corsini 
Gallery,  Rome). 

Van  Dyck.    Head  of  James,  Duke  of  York. 

Van  Dyck.    Madonna,  Child  and  Angels. 

Fra  Filippo  Lippi.    Madonna  del  Cardellino. 

Sassoferrato.    Madonna  and  Child. 

Andrea  del  Sarto.    Holy  Family  (Pitti  Gallery). 

Titian.    Madonna  and  Child  adored  by  Angels. 

Piglheim.     The  Star  of  Bethlehem. 

Goodall.    The  Holy  Mother. 

II  Rosso  Fiorentino.  Angel  playing  on  his 
Lute. 

Grenze.    The  Little  Pets. 

Bougtiereau.    Madonna,  Child  and  St.  John. 

Dieffenbach.    In  the  Fields. 

Dieffienbach.     Little  Ducks. 

Peel.    An  Unexpected  Meeting. 

Walter  Crane.    Flora's  Feast. 


OUTLIXKS.  77 

RELIEFS    SUGGESTED. 

Delia  Robbia.    Bambini. 
Delia  Robbia.    Madonna  and  Child  (4). 
Delia  Robbia.    Cupid  (Head). 
Donatello.    St.  John  in  Boyhood. 
Donatello.    Madonnas  (5). 
Flamingo.    Cupid  Heads  (3). 
Thorwaldsen.     Night  and  Morning. 

KABLU,  THE  ARYAN  BOY. 
Grade  A  i . 

Age  of  children,  six  years. 

A.       ANALYSIS  OF    CHARACTER. 

For  the  child  of  this  grade,  the  Hiawatha  period 
of  intense  curiosity,  imaginativeness,  and  contriv- 
ance, has  merged  into  the  period  represented  by 
Kablu,  a  stage  of  curiosity  somewhat  less  acute, 
of  imagination  somewhat  less  dominant,  and  of 
contrivance  more  complex  and  finished.  In  this 
stage  the  idea  of  possession  is  strong.  The  child 
is  acquisitive,  tenacious  of  his  own  rights,  a  ad 
not  always  regardful  of  the  rights  of  others.  But 
he  soon  learns  that  in  order  to  retain  his  own  pos- 
sessions, he  must  respect  the  property-rights  of 
others,  and  must  even,  when  necessity  arises,  make 
common  cause  with  them  against  a  common  foe. 
In  this  way  he  gets  his  first  practical  lesson  in 
co-operation ;  and  in  much  the  same  fashion  he 
learns  the  necessity  of  obedience.  This  is  the 
period  in  which  the  child,  beginning  to  know  more 
of  danger,  feels  more  keenly  the  need  of  protection. 


78        .  ORGANIC  EDUCATION. 

And  thus  family  life,  the  shelter  and  protection  of 
the  home,  mean  more  to  him  than  they  have  done 
before  or  than  they  will  for  some  time  again.  From 
this  may  be  developed  the  idea  of  co-operation  in 
the  home,  the  duties  of  each  member  of  the  family, 
and  of  the  child  as  a  member  of  the  family  who  is 
sheltered,  nourished,  and  protected  by  it. 

Kablu,  the  little  Aryan  boy,  represents  the  agri- 
cultural period  in  civilization.  As  Hiawatha 
learned  little  by  little  to  satisfy  his  needs  for 
food,  clothing  and  shelter,  new  needs  arose,  which 
could  be  met  only  by  a  more  settled  mode  of  life. 
The  first  indication  of  these  new  needs  is  Hiawa- 
tha's fasting  and  prayer  that  his  people  might 
have  more  stable  subsistence  than  that  gained  by 
hunting  and  fishing.  His  prayer  was  answered  by 
the  gift  of  Indian  corn,  which  heralded  the  pass- 
ing of  the  nomadic  stage  of  civilization.  At  this 
point  we  begin  the  story  of  Kablu,  and  trace  the 
growth  of  this  embryo  instinct  for  permanency 
and  possession  through  the  agricultural  period. 

B.    ETHICAL    AIMS. 

The  thought  for  this  period  is  co-operation,  with 
its  corollaries  of  respect  for  the  possessions  of 
others,  obedience,  mutual  helpfulness,  and  affec- 
tion in  the  family.  The  school  is  regarded  by  the 
children  as  a  larger  family-circle,  or  co-operative 
community,  and  all  corrections  and  admonitions 
are  made  by  the  teacher  upon  the  ground  of  com- 
munity-interest. 


(H'TIAXES.  79 

Little  Lord  Fauntleroy  may  be  read  to  the  children 
as  illustrative  of  family  affection.  As  suggesting  the  ad- 
vantages of  co-operation,  the  teacher  may  tell  some  of 
Aesop's  Fables,  such  as, 

The  Blind  Man  and  the  Lame  Man, 

The  Two  Travelers, 

The  Two  Goats, 

The  Old  Man  and  His' Sons, 

The  Bear  and  the  Two  Travelers, 

The  Ant  and  the  Dove, 

The  Lion  and  the  Mouse,  etc. 

As  enforcing  the  duty  of  obedience  in  general  may  be 
used  I  Love  You,  Mother,  Sheldon's  Second  Reader,  and 
Obedience,  by  Alice  Gary.  The  negative  side  of  this 
enforcement  maybe  emphasized  by  the  story  of  Little  Red 
Riding  Hood,  and  of  Adam  and  Eve  as  told  by  Adler  in 
Moral  Instruction  of  Children;  the  positive  side,  by  the 
story  of  TelFs  shooting  the  apple. 

The  stories  originating  in  this  period  should  be  used 
whenever  possible — those,  for  instance,  of 

Cinderella, 

Red-Riding-Hood, 

Sleeping-Beauty, 

Jack  and  the  Bean  Stalk, 

Jack  the  Giant-Killer, 

The  Seven-League  Boots, 

Toads  and  Diamonds,  etc. 

These  are  connected,  as  often  as  this  can  be 
done,  with  the  work  of  the  grade,  so  as  to  bring  out 
their  nature-significance,  as  in  the  story  of  Sleep- 
ing-Beauty, cited  under  Kablu's  House.  The 
story  of  the  Seven-League  Boots  may  be  used  in 
connection  with  industrial  life,  as  forshadowing 
the  railroads  and  fast  ocean-steamers  of  the 


80  ORGANIC  EDUCATION. 

present.      Bunce's   Fairy-Tales,   their    Origin  and 
Meaning,  will  be  found  useful  here. 

SONGS : 

Three  Robin  Red-breasts,  and  Suppose. 

PICTURES : 

Ferrier— Little  Red  Riding  Hood.    (Munsey,  May,  1895. ) 
Defregger — Grandfather's  Jackknife. 
Mme.  Lebrun— Madame  Lebrun  and  her  Daughter. 
Steffeck — Queen  Louise  of  Prussia  and  her  Sous. 

Miiller         | 
Raphael 

"i       f  Holy  F,m.ly. 

Feurstein    j 
Marotta       j 

Raphael— Madonna  and   Child.     (All,  but  particularly 
Madonna  of  the  Chair.) 

Murillo— Madonna  and  Child,  and  St.  Anthony  and£hild. 

Bouguereau — Madonna  and  picture  of  mother  and  child. 

Defregger — A  child  in  the  Midst. 

Carlo  Dolci — Madonna  and  Child. 

Andrea  Del  Sarto — Madonnas. 

Boticelli — Madonnas. 

Knaus — Madonnas. 

Miiller — Madonnas. 

Miiller — Joseph  and  the  boy  Jesus. 

Guido  Reui— Joseph  and  the  boy  Jesus. 

The  children  read  Obedience,  by  Phoebe  Gary. 

i.     KABLU'S  APPEARANCE. 

1.  THE  STORY. 

Kablu  was  a  fair  child,  with  light  hair  and  blue 
eyes.     He  was  tall  and  stout  for  his  age. 

2.  COMPARISON. 

Compare  Kablu  with  the  children  in  the  room, 
and  with  Hiawatha,  as  to  size,  color  of  eyes  and 


OUTLINES.  81 

hair,  paying  some  attention  to  the  distinction  of 
shades. 

In  tlii-t  grade  color  is  constantly  noticed  and  discrimi- 
nated. Whether  special  mention  <>f  the  fact  is  made  or 
not,  the  teacher  is  supposed  to  call  I  he  children's  attention 
to  it  in  connection  with  every  object  studied.  The  children 
learn  to  select,  match,  sort,  relate  and  lay  the  spectrum 
colors. 

3.  MEASURE. 

Each  child  measures  his  own  and  some  other 
child's  height,  girth,  and  length  of  limb.  The 
teacher  measures  sight  and  hearing.  The  children 
compare  their  ages  and  tell  how  many  months 
there  are  in  a  year.  They  learn  the  names  of  the 
months  in  the  different  seasons,  weeks  and  days  in 
the  month,  and  hours  in  a  dny. 

4.  EXPRESSION. 

The  children  draw  and  color  pictures  of  one 
child  who  looks  most  like  Kablu  and  who  poses  for 
the  rest.  They  sort  colored  papers,  pieces  of  cloth 
or  yarn,  and  weave  paper  mats,  to  show  their  dis- 
crimination of  shades  and  tints. 

Read  :  Where  did  you  come  from,  Baby  Dear?    G.  Mac- 
Donald. 
Little  Children,  yon  should  Strive. 

II.     KABLU'S  CLOTHING. 
1.  THE  STORY. 

Kablu  -wore  a  tunic  of  sheep  or  goat  skin  in 
winter,  of  wool  in  summer,  a  cap  and  shoes  made  of 

sheep  skin, 
u 


82  ORGANIC  EDUCATION. 

\ 

The  sheep  is  studied  as  the  source  of  wool,  and 

the  dog  as  the  protector  of  the  sheep.  The  chil- 
dren learn  the  story-sequences  of  the  spider  (a 
weaver)  and  of  the  caterpillar  (a  spinner). 

For  stories  may  be  used: 

Mary  had  a  little  Lamb. 

The  Little  Boy  in  our  House,  Wiltsie. 

The  Boy  and  the  Wolf,  Aesop's  Fables. 

The  Story  of  David  tending  Ins  Sheep,  Bible. 

The  Good  Dog,  from  Victor  Hugo's  Tales  to  His  Grand- 
children, told  by  Brander  Matthews,  Wide  Awake,  Nov. 
1896. 

Cinderella. 

Songs:  Little  Bc-Peep  and  Sleep,  Baby,  Sleep  are 
appropriate. 

Growing  out  of  the  study  of  clothing  the  chil- 
dren learn  the  principle  of  the  processes  of  spinning 
and  weaving.  The  children  are  shown  pictures  of 
the  old  Aryan  spindle  and  loom. 

2.  COMPARISON. 

Kablu's  clothing  is  compared,  first  with  Hiawa- 
tha's, and  then  with  that  of  the  present  child,  as  to 
material,  color,  shape,  machinery  for  making,  cost, 
difficulty  of  obtaining,  and  adaptation  to  the  differ- 
ent seasons. 

3.  MEASURE. 

The  children  learn  how  much  material  of  all 
kinds  it  takes  to  make  their  dresses,  coats,  etc., 
how  much  each  garment  costs,  and  how  much 
time  it  takes  to  make  it.  They  add  the  time  it 


OUTLINES.  S3 

takes  to  make  their  garments  to  the  time  it  takes 
to  make  the  clothing  of  the  other  members  of  the 
family,  and  find  how  much  time  the  mother  spends 
in  sewing  for  them.  The  clothing  of  the  dolls  is 
made  strictly  by  measurement  and  from  patterns 
which  they  learn  to  cut.  The  children  continue 
the  work  on  the  yard  and  its  fractional  parts,  feet 
and  inches,  the  dozen,  the  dollar  and  half-dollar 
as  wholes,  and  the  small  pieces  of  money  as 
wholes  and  with  reference  to  their  equivalents  in 
smaller  pieces  of  money. 

4.  EXPRESSION.  . 

The  children  dress  an  Aryan  doll,  with  tunic 
made  of  black  or  white  woolen  cloth,  and  shoes 
made  of  eider-down  flannel  to  represent  sheep- 
skin as  nearly  as  may  be.  They  also  dress  a 
modern  doll.  They  make  models  of  the  old  imple- 
ments for  weaving  and  spinning  and  use  them  to 
make  cloth.  They  tell  or  write  the  spinniiig-  and 
weaving-sequences,  illustrating  them  by  drawings. 
They  weave  mats  and  learn  to  darn.  They  draw 
pictures  of  sheep  and  illustrate  stories  about  sheep. 
They  make  a  balance ;  also  they  make  the  stand- 
ards used  in  measuring  extension. 

STORIES  : 

The  Wounded  Daisy,  in  Open  Sesame,  Vol.  I. 
The  Prettiest  Doll  in  the  World,  Charles  Kingsley,  in 
Open  Sesame,  Vol.  I. 

Read:  The  Little  Boy  in  our  House,  Wiltsie. 
Mary  had  a  little  Lamb. 
Sleep,  Baby,  Sleep.     (Two  stanzas.) 


84  ORGANIC  ED  VGA  TION. 

Murillo's  Gentle  Shepherd  and  Rosa  Bonheur's  sheep 
pictures  should  be  hung  in  the  schoolroom,  and  used  to 
illustrate  the  study  of  the  sheep. 

III.     KABLU' S  HOUSE. 

THE  STORY. 

Kablu  lived  in  a  house  built  of  logs  laid  one 
upon  another,  the  chinks  between  them  filled  with 
moss  and  clay.  It  leaned  against  a  great  rock, 
which  formed  the  wall  of  the  house  at  the  back. 
In  front  looking  to  the  east  was  the  single  door. 
Kablu's  house  consisted  of  but  one  room.  Mats 
braided  of  rushes  or  of  bark  hung  before  the  door 
to  keep  out  the  wind  and  rain.  The  family  slept 
on  the  floor  on  beds  of  sheep  or  goat-skin.  Here 
were  their  clay-baked  utensils  for  cooking,  and  the 
dishes  from  which  they  ate,  also  made  of  clay. 
About  the  house  on  every  hand  stood  high  moun- 
tains, on  the  slopes  of  which  grew  the  wheat,  bar- 
ley, and  beans  that  Kablu  and  his  father  planted, 
and  the  mountain  grass,  upon  which  the  goats, 
sheep,  and  cattle  grazed.  Noisy  little  streams 
rushed  down  the  mountains,  clattering  over  the 
sharp  edges  of  the  rocks,  and  dropping  here  and 
there  into  cool  still  pools  where  the  sheep  and 
cattle  might  drink.  Kablu  got  up  every  morning 
before  the  sun  had  risen,  and  helped  his  father 
gather  the  materials  for  the  fire  to  the  sun-god. 

When  their  morning  worship  was  over,  he  went 
out  with  the  sheep  upon  the  mountain-side,  kept 
the  flock  together,  and  drove  them  where  there  was 
the  best  pasturage.  At  night  he  brought  them 


OUTLINES.  85 

safely  home  into  the  fold,  helped  his  father  to 
hang  the  mats  before  the  door  of  the  house,  and 
lay  down  to  sleep.  Sometimes  he  left  the  sheep 
for  a  little  while,  when  they  were  quite  safe,  and 
helped  his  father  plow  the  fields,  sow  or  reap  the 
grain,  or  make  some  needed  utensil  for  the  house. 
And  meanwhile  Nema  was  helping  her  mother 
weave  or  spin  the  wool  for  their  clothing,  milking 
the  goats  and  cows,  cooking  the  food,  or  keeping 
the  house  tidy. 

Kablu's  family  all  loved  one  another  very  much, 
and  for  this  reason  each  was  glad  to  help  the 
others  in  every  way  he  could.  Each  tried  his  best 
to  make  the  home  a  pleasant  place  for  all  of  them 
to  live  in. 

Read :  0   tell    me,  pretty  Brooklet,   from  Brooks  and 
Brook-Basins,  Frye,  p.  1. 
Wynken,  Blinken  and  Nod,  Eugene  Field. 

Song:  Home,  Sweet  Home. 

The  children  study  the  physical  environment  of 
Kablu's  home,  and  of  their  own,  especially  moun- 
tains, streams,  the  sun,  the  wind,  and  the  rain. 

It  may  be  hard,  if  there  are  no  mountains  in  the  vicin- 
ity, to  give  the  children  the  idea  of  a  mountain,  but  elec- 
tric light  towers,  high  buildings,  etc.,  should  be  used  for 
comparison,  supplemented  by  pictures  to  show  the  proper 
proportion.  Such  questions  as  the  following  may  aid  in 
conveying  an  idea  of  the  environment  of  Kablu's  home : 

How  much  higher  was  the  mountain  than  Kablu's 
house?  Than  the  Chamber  of  Commerce  building?  How 


86  ORGANIC  EDUCATION. 

long  would  it  take  to  reach  the  top?    Do  you  think  he 
would  try  to  run  to  the  top? 

Where  did  the  stream  come  from? 

Did  it  run  faster  or  slower  than  the  Detroit  river? 

Did  the  banks  look  like  those  of  the  Detroit  river? 

Could  you  sail  as  many  boats  on  it? 

How  man}7  boats  do  you  think  Kablu  saw? 

Was  Kablu  glad  or  sorry  to  have  the  stream  near? 

Why?    Was  he  glad  on  the  night  of  the  storm? 

Why  was  the  stream  larger  then  ? 

Where  did  all  the  water  come  from? 

Did  Kablu  watch  the  sun  and  moon  very  much  ? 

Why?    Where  did  the  sun  go  at  night? 

Why  did  Kablu  watch  the  moon? 

In  connection  with  the  study  of  rain,  the  child- 
ren should  read :  Rain,  by  Stevenson,  Child's  Gar- 
den of  Verses,  and  Little  White  Lily,  by  Geo. 
MacDonald. 

As  a  basis  for  the  study  of  winds,  the  children's ' 
attention  should  be  called  to  the  fact  that  neither 
Hiawatha  nor  Kablu  had  a  chimney  in  his  house, 
thence  to  the  reason  why  we  have  chimneys  in  our 
houses,  and  the  principle  involved;  this  subject 
leading  in  higher  grades  into  a  discussion  of  the 
unequal  heating  of  the  earth  as  the  cause  of  winds. 
In  this  connection  they  should  read  The  Wind,  by 
Stevenson,  in  Child's  Garden  of  Verses. 

In  connection  with  the  study  of  wind  and  rain, 
growing  out  of  the  story  of  the  destruction  of 
Kablu's  home  (told  in  Ten  Boys),  the  children 
should  be  taught,  if  possible,  not  to  fear  storms, 
but  to  enjoy  their  grandeur  and  to  recognize  the 


OUTLINES.  87 

fact  that  because  of  them  we  have  the  stable  and 
comfortable  homes  of  to-day. 

For  the  sun,  read  :  Summer  Sun,  and  Night  and 
Day,  Stevenson's  Child's  Garden  of  Verses. 

Kablu's  food  is  studied.  The  life-stories  of 
wheat  and  beans  are  us'ed  as  the  basis  of  the  work 
on  these  subjects.  The  story  of  Sleeping  Beauty 
is  made  an  introduction  to  the  wheat-sequence,  and 
the  wheat-seed  compared  to  the  Sleeping  Princess. 
Other  Sleeping  Beauties  are  studied  —  cocoons, 
chrysalides,  eggs,  buds,  minerals. 

For  illustrative  pictures,  use  : 
The  Sower,  Millet. 
The  Angelus,  Millet. 
The  Gleaners,  Millet. 
The  Gleaners,  Breton. 

The  wheat-story  is  continued  through  the  story 
of  breadmaking.  This  is  followed  by  the  study 
of  the  Cow,  and  the  sequences  of  butter  and 
cheese-making.  The  general  subject  of  heat  is 
considered  from  a  practical  standpoint — how  it  is 
secured  and  used,  what  it  does.  Clay -pottery  is 
studied  in  sequence. 

STORIES  : 

How  the  Indians  learned  to  make  clay  dishes. 
Grandmother  Kaolin's  Story. — Wiltsie. 

Direction  is  taught.  Copper,  clay,  and  wood  are 
studied,  eacli  in  its  proper  sequence.  Salt  intro- 
duces the  subject  of  crystallization.  The  homes 


88  ORGANIC  EDUCATION. 

of  the  birds  and  other  animals  previously  studied 
are  considered  with  reference  to  their  adaptation 
to  purposes  of  shelter  and  protection. 

Head :  A  Chill — Christina  Rossetti,  in  Open   Sesame, 
Vol.  I. 

Seed-homes  are  also  studied,  and  the  care  of  t'he 
mother-plant  observed  in  their  shape,  coloring,  and 
provisions  for  the  nourishment  of  the  seeds. 

All  the  nature-study  for  this  grade  lays  especial 
stress  upon  the  seasons  as  related  to  vegetable  and 
animal  life,  clothing,  industry,  games,  etc.  The 
children  learn  the  names  and  general  characteris- 
tics of  the  various  seasons,  read  poems  appropriate 
to  each,  and  bring  into  school  all  signs  of  an  ap- 
proaching or  traces  of  a  departing  season. 

STORIES  : 

The  Swallow  is  a  Mason,  Second  Reader  of  Normal 
Course  in  Reading. 

Who  Stole  the  Bird's  Nest?  L.  M.  Child. 

Jack  and  the  Bean-Stalk  (for  the  rainbow  after  the 
storm). 

The  Wind  and  the  Sun,  JEsop's  Fables. 

Mother  Faerie,  A.  Gary. 

Jack  the  Giant-Killer. 

Songs :  Sweet  and  low. 

The  North  Wind  Doth  Blow. 
Home  Sweet  Home. 

Read  :  Two  Kinds  of  Love,  Fawcett. 

The  Child's  World,  Lilliput  Lectures. 

Suppose,  A.  Gary. 

Barefoot  Boy,  Whittier  (second  stanza). 


OUTLINES.  89 

Industries  studied  are  farming,  building,  sheep 
and  cattle  raising,  making  pottery,  weaving  mats; 
making  bread,  butter,  clothing,  cheese,  salt. 

Inventions  studio:!  are  the  plow,  copper  and 
bronze  knive*,  the  churn,  rubbing  sticks  to  make 
fire,  clay  tiles,  mill,  jars. 

Songs :  There's   a  Queer   Little  House.     E.   Poulsson, 

Finger  Play. 

Do  you  know  how  many  Stars?  M.  Collins, 
The  Child's  Song  Book. 

2.  COMPARISON. 

Kablu's  home  is  compared  with  the  home  of 
Agoonack  and  Hiawatha,  and  with  the  homes  of  the 
children  in  the  room,  as  to  structure,  size,  form, 
utility,  comfort,  difficulty  in  making,  number  of 
persons  needed  in  building  it,  relation  to  the  en- 
vironment and  climate,  number  of  stories,  rooms, 
doors  and  windows,  pieces  of  furniture,  dishes,  etc. 
Kablu's  food  is  compared  with  Hiawatha's  and 
with  that  of  the  children  of  the  present  day,  as  to 
how  it  is  obtained,  prepared,  methods  of  exchange, 
standards  of  measurement  and  cost.  The  physi- 
cal environment  of  Kablu's  home  is  compared  with 
that  of  the  children's  homes.  The  children  deter- 
mine the  type-forms  for  the  different  houses.  They 
learn  to  draw  the  types  and  pictures  of  their  own 
houses  in  some  detail.  They  make  the  houses  of 
clay,  blocks,  or  other  materials.  The  children 
trace  and  copy  pictures  made  by  the  teacher  of  the 
two  homes  and  their  environment.  The  type 


90  ORGANIC  EDUCATION. 

forms  are  also  determined  for  different  parts  of 
the  physical  environment,  as  trees,  mountains, 
fruits,  vegetables,  seeds,  animals,  etc. 

Suggested  questions : 

What  did  Kablu  do  to  make  his  home  comfortable  and 
cheerful? 

Do  you  have  something  to  do  for  your  home  every  day? 
What  is  it? 

Do  you  do  it  well? 

Are  you  always  obedient?  When  it  is  hard  as  well  as 
when  it  is  easy?  When  nobody  sees  you? 

Are  you  really  obedient  if  you  obey  only  when  someone 
sees  you? 

Why  should  you  be  obedient? 

Whom  should  you  obey? 

How  well  do  you  love  those  at  home?  What  shows 
how  well  you  love  them? 

Where  do  you  get  your  food  ? 

Where  does  the  store-keeper  get  it? 

At  what  kinds  of  stores  do  you  get  your  food? 

Why  did  not  Kablu  get  his  food  at  stores? 

How  do  you  buy  bread?  (By  the  loaf.)  Butter?  Cheese? 
(Scales  to  show  weights.)  Flour?  Beans?  Milk? 

3.  MEASURE. 

The  length  and  width  of  the  house  in  which 
each  child  lives  is  measured  carefully  by  him,  its 
rooms,  doors,  windows,  etc.  He  counts  the  num- 
ber of  stories,  rooms,  doors,  windows,  and  pieces 
of  furniture  in  the  house. 

The  children  study  the  pound,  the  half-pound, 
the  quarter-pound,  the  ounce,  the  gallon,  the  half- 
gallon,  the  quart,  the  pint,  and  the  square  foot. 
They  tell  what  they  buy,  or  what  they  have  seen 


OUTLINES.  91 

bought,  how  it  is  measured,  how  much  it  cost,  and 
from  these  facts  the  teacher  makes  simple  prob- 
lems. The  play  houses  are  made  to  measurement. 
The  area  of  floors,  walls,  roofs  and  of  the  tiles  and 
shingles,  is  calculated. 

4.  EXPRESSION. 

The  children  make  a  model  of  Kablu's  house, 
side  by  side  with  a  model  of  a  house  of  the  present 
day,  each  with  its  environment  and  appropriate 
furnishings.  Clay  figures  of  the  members  of  the 
family,  their  pets,  and  domestic  animals,  may  be 
added.  They  tell  or  write  and  illustrate  all  the 
sequences  mentioned  in  the  science-study.  They 
make  a  churn,  plow,  tiles  and  jars.  They  kindle  a 
fire  as  he  did.  They  mark  the  sunlight  on  the 
floor  of  the  school-room  at  morning,  noon,  and  late 
afternoon,  and  learn  to  tell  time  approximately  by 
it.  They  make  collections  of  buttons,  marbles, 
tops,  etc.  They  play  fencing. in  the  fields,  and 
making  shelter  for  the  cows  and  sheep.  They  pic- 
ture, act  out  and  tell  the  sequences  of  the  different 
industries  arid  stories. 

IV.     KABLU'S  SCHOOL. 

1.  THE  STORY. 

Kablu's  school  was  his  home.  Here  he  learned 
how  to  plow  and  sow  and  reap  the  grain,  how  to 
care  for  the  flocks  and  herds,  to  protect  them  from 
the  wild  beasts,  to  build  or  repair  the  house  he 
lived  in,  to  help  in  building  a  rude  cart  or  wagon, 


92  ORGANIC  EDUCATION. 

used  for  carrying  heavy  loads,  and  to  be  drawn  by 
oxen.  In  this  wagon  his  father  rode,  when  he* had 
to  go  a  long  distance.  Kablu  learned  how  to 
kindle  a  fire  by  rubbing  two  dry  sticks  together, 
and  how  to  shape  and  bake  the  clay  to  make  pot- 
tery. His  father  taught  him  how  to  count  up  to 
one  hundred,  so  that  he  could  always  tell  how 
many  sheep  were  in  the  flock,  and  know  whether 
any  had  strayed  away.  He  could  count  in  moons 
how  old  he  was,  and  how  old  his  little  sister  Nema 
was.  He  could  tell  what  time  it  was  by  the  height 
of  the  sun  in  the  sky. 

Read :  The  Moon,  in  Open  Sesame,  Vol.  I. 
Seven  Times  One,  Jean  Ingelow. 
Lady  Moon,  Lord  Hough  ton,  in  Open  Sesame, 

Vol.  I. 
The  Man  in  the  Moon,  J.  W.  Riley,  Rhymes  of 

Childhood. 

2.  COMPARISON. 

The  children  compare  their  school  with  Kablu's, 
as  to  subjects  taught,  their  usefulness,  size  of 
school,  the  number  of  hours  spent  in  it  each  day,  etc. 

3.  MEASURE. 

The  children  count  the  number  of  things  Kablu 
learned  to  do  in  his  school,  the  number  of  hours 
he  spent  there  every  day ;  the  number  of  things 
they  have  learned  to  do  in  school,  the  number  of 
hours  they  spend  in  school  every  day,  every  week. 

Read :  Little  Moments,  in  Open  Sesame,  Vol.  I. 


OUTLINES.  93 

V.     INDUSTRIAL  LIFE. 

1.  THE  STORY. 

What  Kablu  and  his  father  and  mother  had 
to  do  in  order  to  live  has  been  sufficiently  treated 
before  under  the  Home.  But  in  addition  to  the 
farming,  sheep  and  cattle-raising,  felling  of  trees, 
house-building,  making  pottery  and  tiles,  spin- 
ning, weaving,  sewing,  grinding,  baking,  dairy- 
work,  and  mat-weaving,  should  be  studied  cart- 
building  and  the  making  of  copper  knives. 
The  carts  were  built  by  cutting  a  cross  section 
from  the  trunk  of  the  tree  as  long  as  the  cart  was 
to  be  wide,  hollowing  out  the  middle  of  it  to  serve 
as  the  axle,  and  leaving  the  two  ends  for  the 
wheels.  Upon  this  spool-like  contrivance,  over  the 
axle,  was  poised  the  body  of  the  wagon  made  of 
wicker  work,  in  which  sat  the  occupant.  To  a 
long  pole  extending  from  this  body  were  hitched 
the  oxen  that  drew  the  cart. 

2.  COMPARISON. 

The  industrial  life  of  the  Aryans  is  compared 
with  that  of  the  present  day,  with  a  view  to  bring- 
ing out  clearly  the  meaning  of  farming  as  an 
industry.  To  this  end  all  the  observations  and 
experiences  of  such  children  as  have  ever  lived  or 
visited  on  a  farm  should  be  utilized. 

As  specimen  questions,  the  following  are  suggested : 

Why  don't  you  help  your  father  farm? 

Why  doesn't  he  farm? 

Where  would  he  have  to  go  if  that  were  his  business? 


94  ORGANIC  EDUCATION. 

Have  you  ever  been  in  the  country? 

What  did  you  see  the  farmers  do? 

How  many  things  do  you  know  that  they  do? 

When  do  they  plow  the  ground  for  wheat? 

What  else  do  they  do  to  the  ground  ? 

What  do  they  plant?    How  ? 

What  tools  or  machinery  are  used? 

How  long  does  it  take  for  these  plants  to  grow. 

What  must  be  done  for  them  while  they  are  growing? 

When  are  they  ready  to  be  gathered? 

How  is  it  done? 

How  are  they  stored  ? 

How  long  will  they  last? 

How  are  they  sold? 

What  price  is  paid  ? 

Where  does  the  seed  for  next  year  come  from? 

How  much  time  does  all  the  work  take  ? 

Is  the  work  easy  or  hard  ? 

What  must  be  done  for  the  animals  on  the  farm  ;  horses, 
cows,  sheep,  pigs,  chickens? 

Do  they  make  their  own  houses,  as  do  the  birds  and 
squirrels? 

What  are  they  good  for  ? 

Is  it  worth  while  for  the  farmer  to  take  good  care  of 
them  ? 

Why  should  he  treat  them  kindly? 

In  what  does  the  farmer  ride  ? 

In  what  did  Kablu  ride? 

Which  is  the  better?    Why? 

Why  should  a  wagon  be  so  large?  (Story  of  Seven 
League  Boots.) 

How  large  is  it? 

What  does  the  farmer's  wife  do?  His  sons?  His 
daughters? 

Why  doesn't  the  wife  spin  and  weave? 

How  does  she  make  butter  and  cheese  ? 


OUTLINES.  95 

Does  she  grind  her  own  flour?    Who  does? 

Did  you  ever  watch  your  mamma  bake?    What? 

What  did  she  do? 

Who  makes  our  dishes  and  knives  and  forks? 

Why  don't  we? 

What  work  do  you  do? 

What  plants  and  animals  have  you? 

STORY : 

The  Ant  and  the  Cricket,  in  Open  Sesame,  Vol.  I. 

3.  MEASURE. 

The  children  determine  the  standards  of  meas- 
urement and  value  used  in  buying  and  selling  the 
various  products  of  the  farm. 

The  following  are  specimen  questions  under  this  head  : 

How  do  we  buy  eggs? 

How  much  do  we  pay  for  them? 

Is  the  price  different  in  summer  from  that  in  winter? 
Why? 

How  do  we  buy  butter? 

What  is  the  cost?  The  difference  in  summer  and  win- 
ter? 

How  is  wheat  sold? 

IIow  do  we  buy  flour  ? 

What  is  its  cost? 

What  is  the  cost  of  chickens? 

Is  it  cheaper  to  raise  them  or  to  buy  them? 

What  is  the  cost  of  milk?  Of  beef?  Of  pork?  Of 
vegetables? 

How  do  we  buy  them  (by  what  measure)  ? 

4.  NATURE-STUDY. 

Such  products  of  the  farm  as  have  not  before 
been  studied  by  the  children  are  selected  by  the 


96  ORGANIC  EDUCATION. 

teacher  for  study.  The  process  of  germination 
and  ripening  is  especially  emphasized  at  this 
period,  the  relation  of  plants  to  the  soil,  to  light, 
warmth,  moisture,  etc.  Some  of  the  commoner 
vegetables  and  fruits  may  be  studied  in  the  large. 
Such  should  be  selected  as  are  appropriate  to  the 
season  and  available  to  the  children. 

5.  EXPRESSION. 

Nature-stories  are  written  by  the  children,  illus- 
trated by  drawings,  and,  when  appropriate,  acted 
out.  Models  of  the  primitive  cart  and  plow  are 
made.  Some  of  the  machinery  used  on  a  modern 
farm  may  be  constructed  by  the  children,  if  not 
too  complicated.  A  rude  windmill,  for  instance, 
may  easily  be  made. 

SONG  : 

The  Farmer— Miller. 

READ  : 

The  Windmill— Longfellow.     (Selections.) 

Little  Brown  Hands — Krout,  in  Open  Sesame,  Vol.  I. 

VI.     THE  STATE. 

THE  STORY. 

At  this  period  the  state  and  the  family  were  one. 
The  nomadic  tribe  had  divided  into  more  or  less 
isolated  and  independent  families,  in  each  of 
which  the  father  was  the  head.  The  modern  child 
at  this  stage  of  development,  has  little  idea  of  any 
authority  outside  of  the  home.  The  conception  of 
state  organization  need  not  therefore  be  introduced 


OUTLINE*.  97 

until  later,  when  it  may  advantageously  be  com- 
pared with  the  political  structure  of  succeeding 
periods. 

VII.     KABLU'S  CHURCH. 

1.  THE  STORY. 

In  front  of  the  house  stands  a  broad  flat  stone 
upon  which  exactly  at  sunrise  every  morning 
Kablu's  father  kindles,  by  rubbing  two  dry  sticks 
together,  a  fire  in  honor  of  the  sun,  the  great  god 
of  light  and  fire.  The  whole  family  stands  about 
the  stone,  and,  as  the  flame  rises,  Kablu's  mother 
and  his  sister,  Nema,  pour  upon  it  the  juice  of  the 
sorna  plant,  and  some  of  the  butter1  they  have 
made,  so  that  the  fire  blazes  up  brighter  and  hot- 
ter, while  the  father  prays  to  the  great  Sun-God 
that  he  may  shine  upon  them  all  day  and  make 
them  glad. 

9..  COMPARISON. 

This  church  of  Kablu's  is  compared  with  the 
churches  the  children  know,  to  bring  out  the 
meaning  of  the  church-service  in  its  broader  out- 
lines. The  children,  in  all  these  comparisons  be- 
tween the  primitive  religions  and  our  own,  are  led, 
so  far  as  may  be,  to  recognize  identity  of  meaning 
under  differences  of  form.  The  forms  peculiar  to 
each  religion  are  connected  closely  with  the  in- 
dustrial life  of  the  people :  as  in  the  case  of  the 
early  Aryans,  the  sun  naturally  became  their  god 
from  its  beneficent  influences  upon  vegetation. 

13 


98  ORGANIC  EDUCATION. 

Such  questions  as  the  following  may  be  used : 

Did  Kablu  go  to  church?    Why  not? 

What  was  his  church  ? 

Do  we  worship  the  sun  ? 

Who  made  the  sun? 

Whom  do  we  worship?    When? 

Just  on  Sunday?     How? 

Why  did  Kablu  think  so  much  of  the  sun? 

What  did  it  do  for  him  ? 

EEFERENCE  BOOKS. 

Taylor,  Origin  of  the  Aryans. 

ITiske,  Discovery  of  America. 

Bunce,  Fairy  Tales,  their  Origin  and  Meaning. 

Poor,  Sanskrit  and  Kindred  Literature. 

Cox,  Mythology  of  the  Aryan  Nations. 

Lang,  Custom  and  Myth. 

Fiske,  Myths  and  Myth  Makers. 

Mason,  The  Origin  of  Inventions. 

Mason,  Woman's  Share  in  Primitive  Culture. 

Chase  and  Clow,  Stories  of  Industry. 

Jerons,  Antiquities  of  the  Prehistoric  Aryans. 

Hartland,  Science  of  Fairy  Tales. 

Clodd,  Childhood  and  Religion. 

Jane  Andrews,  Ten  Boys. 

Mrs.  Jameson,  Sacred  and  Legendary  Art. 

Woltman  ami  Woerman,  History  of  Painting. 

Kugler,  Handbook  of  Art. 

Shrader,  Antiquities  of  Prehistoric  Aryans. 

Morris,  The  Aryan  Race— Origin  and  Achievement. 

Guminere,  Germanic  Origins. 

Copps,  Mythology  of  the  Aryan  Nation. 

Baring-Gould,  Curious  Myths  of  the  Middle  Ages. 

Field,  Field  Flowers. 

Gibson,  Sharp  Eyes. 

Hurll,  Child-Life  in  Art. 

Poulsson,  In  the  Child's  World. 


OUTLINES. 

PICTURES. 

Ferrier,  Little  Red  Riding  Hood. 
Watts,  Little  Red  Riding  Hood. 
Defregger,  Grandfather's  jackknife. 
Madame  Lebrun,  Mother  and  Daughter. 
Steffeck,  Queen  Louise  of  Prussia  and  her  Sons. 

Muller,        1 
Raphael, 

"?ei,      I"  Holy  Family. 

Feurstein, 

Maratta, 

Sir  David  Wilkie,  The  Sheep  Washing. 
Munier,  Animals  at  the  Farm. 
Reynolds,  Penelope  Boothby  and  Simplicity. 
Lawrence,  Nature. 
Bouguereau,  Head  of  Gypsy  Child. 
Meyer  Von  Bremen,  The  Little  Rabbit  Seller. 
Murillo,  Beggar  Boys. 
Brown,  Castles  in  Spain. 
Bushkirtseff,  The  Meeting. 
Millais,  Pomona. 

Vivarini,  Angel  from  painting  in  Church  of  Redentore. 
Muller,  Joseph  and  Boy  Jesus. 
Guido  Reni,  Joseph  and  Boy  Jesus. 
Murillo,  Gentle  Shepherd. 
Rosa  Bouheur,  Sheep,  Cows,  Horse  Fair. 
Millet,  Angelus,  Sower,  Gleaners. 
Breton,  Gleaners. 
Bouguereau,  The  Elder  Sister. 
Reynolds,  Age  of  Innocence. 
Meyer  Von  Bremen,  The  Wounded  Lamb. 
Meyer  Von  Bremen,  The  Pet  Bird. 
Knaus,  Our  Pets. 
Renouf,  The  He]ping  Hand. 
Nicholls,  Paul  and  Florence  Dornbey. 
Raphael,  Singing  Angels   (from  Madonna  del  Baldac- 
chino). 


100  ORGANIC  EDUCATION. 

Ferrier,  Zuleika's  Pets. 

Enslie,  Jonquils. 

Landello,  The  Vision  of  the  Virgin. 

Parker,  The  Good  Shepherd. 

Reynolds,  Miss  Frances  Harris. 

Reynolds,  The  Guardian  Angel. 

Millais,  Lilacs. 

Sperling,  At  the  Fireside. 

Goodall,  The  Virgin  and  Child. 

Laugee,  Autumn. 

Bouguereau,  The  Virgin,  Jesus  and  St.  John. 

Bouguereau,  Alma  Parens. 

Orezy,  Devouring  the  News. 

RELIEFS    SUGGESTED. 

Donatello,  St.  John  (high  relief,  Bargello). 
Delia  Robbia,  Madonna  of  the  Lily. 
Benedetto  da  Mariano,  Madonna  and  Child. 
Thorwaldsen,  Summer  and  Autumn. 
(After  Millet),  The  Sower. 

DARIUS  THE  PERSIAN  BOY. 
Grade  A  i. 

Ages  of  children,  six  to  seven  years. 
A.    ANALYSIS    OF    CHARACTER. 

In  this  grade  the  work  is  based  on  the  Persian 
civilization.  The  Persian  has  gained  over  the 
earlier  Aryan,  in  that  he  knows  his  physical  envi- 
ronment better,  and  can  use  it  to  his  purposes. 
Being  released  from  the  constant  struggle  for  a 
bare  subsistence,  his  energies  turn  themselves  to 
military  conquest,  and  to  the  perfecting  of  indus- 
trial arts.  Gradually,  through  the  progressive 
extension  of  the  principles  of  co-operation  and 


OUTLINES.  101 

division  of  labor,  the  early  Aryan  family  has 
grown  into  the  city.  And  it  is  city  life  we 
are  now  tp  study — not,  as  before,  the  lives  of  a 
nomadic  tribe  and  somewhat  isolated  agricultural 
family. 

Darius,  our  type-character,  belongs  to  the  war- 
rior-class. That  is,  his  father  is  a  soldier,  and  he 
hopes  to  be  one  himself  some  day.  And,  therefore, 
he  is,  first  of  all,  obedient  to  the  word  of  command 
from  father,  mother,  teacher,  or  whomsoever  may 
be  in  authority  over  him.  As  obedience  is  the 
first  requisite  of  a  soldier,  so  is  courage  the  second ; 
and  Darius  is  brave.  He  does  not  imagine  diffi- 
culties or  dangers,  but  goes  straight  ahead  with 
what  he  intends  to  do,  sure  that  he  will  be  able  to 
overcome  whatever  obstacles  lie  in  his  path.  And, 
finally,  he  is  truthful  in  word  and  deed,  for  this  also 
is  the  quality  of  a  soldier.  He  is  not  afraid  to 
speak  the  exact  truth,  even  when  he  has  done 
wrong  and  might  feel  like  shielding  himself  behind 
a  lie.  He  is  too  good  a  soldier  for  that.  He  stands 
out  bravely  and  confesses  the  truth,  whatever  may 
be  the  consequences. 

The  art  of  Persia  embodies  the  instincts  of  this 
stage  in  civilization.  It  has  a  utilitarian  basis,  but 
transcends  it.  It  stands  in  the  closest  possible 
relations  to  environment,  reaching  out  and  utiliz- 
ing for  its  purposes  the  flowers,  animals,  etc.,  of  the 
country.  Persian  architecture  of  this  period  is 
daring,  large,  and  sensuous,  typical  of  the  first 
exuberance  of  a  new  power.  In  this  period  beauty 


102  ORGANIC  EDUCATION. 

is    conceived    as    large    flowing    outlines,    rather 
riotous  than  severe,  and  warm,  brilliant  coloring. 

READING:  \    ••' 

Don't  give  up,  Phoebe  Gary. 

SONG: 

There  was  a  little  Girl,  St.  Nicholas  Song-book. 

For  the  embodiment  of  the  ideals  by  the  people  them- 
selves see  Liibke,  History  of  Art;  Owen  Jones,  Grammar 
of  Ornament;  Perrot  and  Chipiez,  Art  of  Persia. 

PICTURES. 

For  modern  conceptions :  Riviere,  Daniel  in  the  Lions' 
Den ;  Exiles  in  Babylon,  by  A.  L.  O.  E. 

B.    ETHICAL   AIMS. 

The  military  spirit  begins  to  dawn  here  (in  girls 
as  well  as  in  boys).  The  instincts  of  individualism, 
of  self-assertion  quicken  in  the  child.  He  is  at 
least  partially  emancipated  from  the  tutelage  of 
his  mother,  and  his  father's  influence  over  him 
strengthens.  He  wants  to  conquer,  to  control. 
These  instincts  should  be  utilized  by  the  teacher, 
turned  into  healthful  channels,  that  the  character 
may  be  enriched  by  them.  Individual  self  asser- 
tion must  be  tempered  and  directed  through 
obedience,  in  which  alone  co-operation  becomes 
possible.  Courage  should  be  turned  upon  the 
daily  tasks  and  difficulties  of  the  child.  Truthful- 
ness should  be  accounted  the  sign  and  seal  of  his 
soldierhood.  Martial  music  and  military  exercises 
are  freely  used  in  this  grade,  and  in  all  ways  the 
soldierly  ideal  is  made  as  inspiring  as  possible. 


For  ideals  of  courage,  the  stories  of  Daniel  in  the  Lions' 
Den  (Picture  by  Riviere),  and  the  stories  of  the  Persian 
heroes  from  Matthew  Arnold's  Sohrab  and  Rustum,  may 
be  used  ;  for  ideals  of  obedience  and  courage,  on  the  posi- 
tive side,  the  story  of  the  three  exiles  in  Babylon,  who 
were  cast  into  the  fiery  furnace,  and  ^Esop's  fable  of  The 
Boy  and  the  Nettle ;  on  the  negative  side,  that  of  Xerxes, 
the  man  who  wanted  to  chain  the  sea,  (Wiltsie) ;  for 
ideals  of  truthfulness,  Washington,  and  the  story  of  the 
Persian  boy  in  Whittier's  Child  Life  in  Prose;  for 
cheerfulness  and  energy,  JEsop's  fables  of  Stone-broth  and 
The  Lark  and  Her  Young  Ones. 

SONG  ; 

There  Little  Girl,  Don't  Cry,  words  by  J.    W.    Riley. 

The  child  may  be  aided  to  make  these  ideals  definite  in 
his  own  mind  by  such  questions  as  the  following: 

Do  you  always  tell  the  truth  ?    Why  not? 

What  makes  it  hard? 

Why  should  we  tell  the  truth? 

Ways  of  telling  a  lie :  Acting,  withholding  truth,  telling 
part,  exaggeration. 

Do  you  obey  because  someone  requires  it,  or  do  you 
make  yourself  obey?  Which  is  the  better?  Which  is  the 
harder?  When  you  are  away  from  your  parents  and 
teachers,  can't  you  think  what  they  would  wish  you  to  do, 
and  make  yourself  obey  that? 

Of  what  advantage  would  it  be? 

How  brave  are  you?    A*s  brave  as  Daniel? 

What  requires  most  bravery? 

What  helps  you? 

How  can  you  show  that  you  are  truthful?  Brave? 
Courageous  ? 

I.     APPEARANCE. 
1.  THE  STORY. 

Darius  is  a  strong,  active  boy,  with  blue  eyes 
and  light-brown  hair.  He  is  straight  and  tall,  and 


101  ORGANIC  EDUCATION. 

looks  you  directly  in  the  eye.  The  muscles  of  his 
arms  and  legs  are  almost  as  firm  and  hard  as 
wood. 

In  connection  with  this  topic  there  should  be  given 
especial  attention  to  appropriate  physical  exercises  and  a 
study  of  the  lungs,  skin,  and  muscles. 

2.  COMPARISON. 

The  appearance  of  Darius  is  compared  with  that 
of  Hiawatha  and  of  Kablu. 

3.  MEASURE. 

Each  child  measures  the  height,  width,  girth, 
length  of  limb,  sight  and  hearing,  of  some  other 
child,  in  feet  and  inches.  These  measurements  are 
taken  at  regular  intervals  of  a  month  or  more,  and 
each  child  keeps  record  of  his  own,  that  he  may 
know  how  much  he  has  grown. 

4.  EXPRESSION. 

The  children  draw  and  color  the  picture  of  the 
boy  in  the  room  who,  they  think,  most  resembles 
Darius.  They  draw  pictures  of  Darius. 

II.     CLOTHING. 

1.  THE  STORY. 

Darius  wore  a  tunic  and  trousers  of  leather,  and 
sandals  of  felt.  He  had  no  head-covering.  The 
King  wore  a  tunic  of  striped" purple  and  white,  and 
trousers  of  crimson  wool,  a  purple  robe  of  wool  or 
silk,  often  embroidered  with  gold,  a  covering  for 
the  head,  and  yellow  shoes.  One  servant  carried 
his  fan  of  peacock  feathers  and  another  his  parasol. 


OUTLINES.  105 

A  minute  description  of  the  dress  of  the  King,  with, 
illustrations,  is  found  in  Rawlinson's  Five  Great  Mon- 
archies. The  children  study  the  primary  and  secondary 
colors,  in  connection  with  the  process  of  dyeing. 

The  children  become  familiar  with  the  process  of 
leather  making,  connecting  it  with  the  study  of 
tanning  in  the  Hiawatha  epoch.  They  examine 
machinery  used  in  making  different  articles  of 
clothing,  such  as  sewing  machines,  machinery  used 
in  making  shoes,  pins,  buttons. 

The  children  study  the  silk-worm  if  possible,  if 
not,  some  other  caterpillar,  in  connection  with  the 
study  of  silk.  They  study  the  peacock,  gold,  and 
some  precious  stone. 

2.  COMPARISON. 

The  children  compare  the  clothing  of  Darius  with 
that  of  the  King,  and  each  with  their  own,  in  color, 
material,  shape,  process  of  making,  durability,  etc. 

Questions  such  as  the  following  may  aid  in  bringing  out 
these  points: 

Why  was  there  such  a  difference  between  Darius  and 
the  King  in  dress? 

Do  we  wear  anything  made  of  leather? 

Where  does  it  come  from? 

Who  makes  it? 

Is  it  done  by  hand  or  by  machinery? 

Is  it  all  done  by  one  person? 

Did  they  have  machinery  in  the  time  of  Darius? 

3.  MEASURE. 

They  compute  the  number  of  persons  required 
to  make  corresponding  articles  of  their  own  cloth- 


106  ORGA  NIC  ED  UCA  TION. 

ing  and  of  a  Persian  boy's;  the  time  involved,  and 
the  cost.  They  continue  the  study  of  the  yard  and 
its  measures,  and  the  different  pieces  of  money 
they  are  familiar  with.  (The  use  of  figures  and 
symbols  of  relations  of  numbers  is  taught  as 
needed.) 

4.  EXPRESSION. 

A  Persian  doll  is  dressed,  and  an  American  doll. 
All  measurements  are  exactly  made,  the  cost  of  all 
material  is  calculated,  and  colors  are  discriminated. 

III.     HOME. 

1.  THE  STORY. 

Darius  lived  in  a  two-story  brick  house,  whose 
upper  story  projected  slightly  over  the  lower. 
Upon  the  roof  was  a  garden,  surrounded  by  a 
railing,  where  Darius  often  sat  or  walked  in  the 
evening,  for  where  he  lived  the  climate  was  warm- 
er than  that  of  Kablu's  or  of  Hiawatha's  home. 
From  the  garden  he  coulc!  look  up  into  the  sky 
where  the  moon  and  the  stars  shone  brightly, 
smell  the  perfume  of  the  roses  and  lilies  which  the 
breeze  brought  to  him,  and  hear  the  sounds  of  the 
city  life  around  him. 

Babylon  was  a  beautiful  city,  with  its  magnifi- 
cent piles  of  stone  and  brick  architecture,  its 
palaces  and  hanging  gardens  and  high  altars,  its 
gold  and  silver  and  precious  stones  freely  used  for 
decorations,  its  brilliant  tilings  and  its  impressive 
sculpture. 


OUTLINES.  107 

The  teacher  should  elaborate  these  suggestions,  and 
show  pictures  of  the  Persian  palaces,  hanging  gardens, 
altars,  etc.,  especially  of  the  Hall  of  a  Hundred  Columns, 
so  that  the  children  get  a  clear  idea  of  the  splendor  of  the 
Persian  civilization. 

Rawlinsou,  Ancient  Monarchies,  Vol.  Ill,  and  Ben- 
jamin, Story  of  Persia,  in  the  Stories  of  the  Nation's 
Series  will  afford  some  useful  material. 

The  occasional  cone-  or  dome-shaped  roof  and 
the  use  of  the  arch  should  be  noted. 

Babylon  was  surrounded  by  a  thick  wall,  prob- 
ably 50  or  60  feet  high.  This  wall  was  so  thick 
that  on  its  top  two  rows  of  houses  were  built,  with 
a  roadway  between  them,  wide  enough  for  a  four- 
horse  chariot  to  turn  around.  The  river  Euphrates 
flowed  through  the  city,  and  watered  the  fertile 
plain  that  surrounded  Babylon.  On  this  plain 
grew  flowers  and  fruit-trees  innumerable — roses 
and  lilies,  peaches,  apples,  pears  and  cherries. 
And  here  also  were  spread  the  fields  of  wheat  and 
barley,  of  beans  and  other  vegetables.  But  back  of 
this  fertile  spot,  behind  the  city,  the  ground  rose 
suddenly  into  a  high  plateau,  part  of  which  was 
a  desert.  And  beyond  this  rose  the  mountains, 
covered  with  ice  and  snow,  from  which  were  mined 
the  Persian  gold,  silver,  copper,  and  iron. 

The  physical  environment  of  the  home  of  Darius 
is  studied  through  the  comparison  which  the  chil- 
ls dren  make  with  their  own — its    surface,   climate, 
Wsoil,  and  productions.     The  desert,  the  plateau,  the 
BJvalley,  and  the   river  are   especially  emphasized. 


108  ORGANIC  EDUCATION. 

Ice  and  snow  are  studied,  with  stress  upon  forms 
of  crystallization.  Following  this,  and  connected 
also  with  building  stone  and  clay,  may  be  studied 
some  one  of  the  precious  stones  known  to  the  Per- 
sians— agate,  topaz,  emerald,  ruby,  opal,  sapphire, 
and  amethyst. 

The  conceptions  of  hemisphere,  horizon,  and  the 
daily  path  of  the  sun  are  introduced.  Stories  are 
told  of  the  constellations:  dipper,  bear,  orion,  plei- 
ades. 

The  cat  is  studied  as1  a  domestic  animal,  the 
camel  and  horse  as  beasts  of  burden,  and  the  lion 
as  the  symbol  of  strength.  The  single  wild  rose 
and  the  lily  are  studied  in  their  sequences. 

SONG  : 

The  Wild  Rose,  Schubert. 

STORIES : 

A  Child  to  a  Rose,  from  Open  Sesame,  Vol.  I. 

Little  White  Lily,  George  Macdonald. 

The  Cock  and  the  Jewel,  and  The  Camel,  yEesop's 
Fables. 

2.  COMPARISON. 

The  home  of  Darius  is  compared  with  those  of 
Hiawatha  and  Kablu,  and  of  the  children  in  the 
room,  as  to  size,  material  used,  number  of  rooms, 
probable  cost,  furniture,  etc.  They  decide  which 
kind  of  house  they  like  best,  and  tell  about  the 
nicest  house  they  ever  saw.  They  try  to  find  out 
what  makes  a  nice  home, — whether  it  is  the  house 
itself,  its  furniture,  or  the  people  who  live  in  it. 


OUTLINES.  109 

They  decide  from  the  weather  report  which  they 
have  made  what  days  have  been  like  those  in  the 
country  of  Darius. 

They  learn  terms  for  size  and  place. 

3.  MEASURE. 

They  measure  every  part  of  the  house  and  of  the 
palace  which  they  build.  They  measure  the  size 
of  an  ordinary  brick,  as  well  as  of  the  bricks  they 
make,  find  out  the  cost  of  a  load,  and  the  number 
of  loads  used  in  building  some  house  that  they 
know.  They  count  the  number  of  stars  in  the  con- 
stellations they  observe,  and  note  how  many  are 
large  ones,  and  how  many  are  small. 

They  have  considerable  exercise  in  counting  in 
making  estimates  of  the  material  for  the  house. 
In  connection  with  this  topic  they  study  the  square 
foot  and  cubic  inch.  With  the  study  of  the  flowers 
and  fruits  they  notice  the  significance  of  certain 
numbers,  as  of  the  number  of  petals  of  the  rose, 
apple,  pear,  cherry,  and  lily,  cells  of  ovary,  etc. 
Also  significant  numbers  in  the  study  of  the  ani- 
mals, as  the  number  of  toes,  teeth,  etc. 

4.  EXPRESSION. 

The  children  build  a  Persian  palace,  with  plat- 
forms, steps,  and  columns,  using  blocks  of  the 
following  type-forms :  Square  prism,  triangular 
prism,  cube,  cylinder,  and  the  square  and  oblong 
plinths.  They  make  clay  bricks,  and  build  the 
house  of  Darius  with  them,  showing  the  roof 


110  ORGANIC  EDUCATION. 

garden.      They  build   arches  of  these  bricks,  and 
experiment  to  see  which  kind  of  arch  is  strong 
They  build  a  wall,  such  as  that  about  BabylofT! 
showing  its  gates.      They  show  how  C^ha  took 
Babylon.  ^  ^£         ^f 

They  cut  paper,  or  Vp0  C^a7  figures  f°r  winged 
bulls.  They  copy  designs  of  Persian  ornament,  by 
means  of  tablets,  sticks,  and  rings,  or  by  means  of 
colors  and  then  make  designs  of  their  own. 


Designs  for  the  ornament  work  may  be  found  in  The 
Grammar  of  Ornament,  by  Owen  Jones,  and  the  material 
for  reproducing  in  Prang's  Box  of  Models,  No.  1.,  supple- 
mented by  a  set  of  kindergarten  rings.  The  Anchor  Stone 
Building  Blocks  may  also  be  used. 

They  make  paper  patterns  of  Persian  designs 
conventionalized  from  the  single  rose,  the  leaves  of 
the  rose-bush,  the  peach-tree,  the  lily,  etc.,  being 
careful  to  make  plain  in  each  case  which  original 
is  followed. 

They  draw,  paint,  and  mould  flowers,  fruit  and 
leaves.  They  draw  and  mold  the  camel,  the  horse 
and  the  cat. 

IV.    FOOD. 
1.  THE  STORY. 

Darius  ate  antelope,  partridge,  and  the  flesh  of 
the  domestic  animals,  with  cakes  of  wheat  or 
barley,  dates,  pears,  peaches,  apples,  cherries,  nuts, 
and  berries  of  various  kinds.  But,  though  he  had 
such  good  food,  he  had  to  get  it  for  himself 
usually,  and  ate  only  one  meal  a  day. 


I 


OUTLINES.  Ill 


The  partridge  may  be  studied,  if  the  teacher 
ks  best.  The  antelope  should  be  compared 
yith  Hiawatha's  deer. 

CeriA|typical  fruits  are  studied,  those  being 
selectel^rhat  atjyavailabl^  at  the  season.  Their 
planting,  care,  protection.Bj,  are  especially  noted. 
The  product  is  examined  to  see,  what  part  of  the 
flower  has  developed  it.  The  acorn  is  compared 
with  the  apple  and  cherry.  The  process  of  pre- 
serving is  discussed. 

2.  COMPARISON. 

The  children  compare  the  food  of  Darius,  the 
ways  of  preparing  and  serving  it,  its  cost,  etc.,  with 
corresponding  facts  as  to  the  food  of  Hiawatha, 
Kablu,  and  children  of  the  present  day. 

3.  MEASURE. 

The  children  continue  the  study  of  the  pound 
and  the  standards  for  dry  and  liquid  measure,  in 
connection  with  the  food.  The  cost  of  various 
fresh  fruits  at  the  present  season  is  investigated, 
and  problems  made  from  the  facts  obtained,  such 
as  to  find  the  time,  the  amount  and  cost  of  each 
ingredient  in  making  apple,  cherry,  or  peach  pie. 
The  difference  is  calculated  between  the  cost  of 
canning  fruit  and  of  buying  it  canned. 

The  children  'read : 

The  planting  of  the  Apple-Tree,  Bryant. 
The  Grasshopper  and  the  Cricket,  Keats. 
The    Apple-Factory,    from    Nature-Stories    for    Young 
Headers,  by  M.  F.  Bass,  pp.  68,  69. 


112  ORGANIC  EDUCATION. 

The  Locust  and  the  caterpillar  are  studied  in 
relation  to  fruits,  and  the  fly,  as  the  antithesis  to 
the  locust,  is  considered  as  a  scavenger,  as  a  help 
to  agriculture. 

4.  EXPRESSION. 

The  children  tell  and  write  the  fruit-sequences, 
illustrating  them  by  drawing,  painting,  or  model- 
ling. 

V.    SCHOOL. 
1.  THE  STORY. 

Darius  goes  to  school  in  an  open  field  just  out- 
side the  city  gates.  His  school  opens  at  sunrise, 
and  so  he  sets  out  while  it  is  still  night,  before  he 
has  had  any  breakfast,  taking  with  him  his  bow 
and  a  quiver  of  arrows,  when  he  is  over  six  years 
old;  a  sling  and  a  pocketful  of  stones,  when  he  is 
younger.  He  learns  just  three  things  in  this 
school — to  shoot  with  the  bow,  to  ride,  and  to 
speak  the  truth.  The  little  boys,  under  six,  stand 
in  a  row,  and  learn  to  throw  stones  from  their 
slings  as  far  and  as  straight  as  they  can.  Then, 
while  they  go  for  more  stones,  the  bigger  boys  have 
a  lesson  in  shooting  at  a  mark,  and  throwing  the 
javelin  from  horseback.  They  do  not  mount  their 
horses  as  we  should,  while  they  are  standing  still, 
but  each  boy  leaps  upon  the  back  of  a  horse,  as 
with  hanging  bridle  he  gallops  over  the  field.  And 
when  this  lesson  is  over  they  learn  to  repeat  after 
their  teacher  some  such  sentences  as  these 
from  Zoroaster,  the  greatest  teacher  of  Persia: 


OUTLINES.  113 

"  There  are  two  spirits,  the  Good  and  the  Base. 
Choose  one  of  these  spirits  in  thought,  in  word, 
and  in  deed.  Be  good,  not  base.  The  good  is 
hoty,  true,  to  be  honored  through  truth,  through 
holy  deeds.  You  cannot  serve  both." 

Then  the  larger  boys  ride  out  to  hunt,  and  find 
their  own  breakfasts  of  fruit  and  nuts,  and  sleep 
that  night  in  the  fields.  Thus  the  school-day  lasts 
from  dawn  to  sunset. 

This  is  the  first  appearance  in  our  stud}7  of  the  school  as 
a  separate  organization  and  of  teaching  as  a  trade  or  pro- 
fes<-ioii  in  itself.  Heretofore  the  home  and  industrial  life 
had  been  the  only  school  for  children,  but  now  civilization 
has  become  so  complex  that  its  functions  must  be  divided. 
The  parents  have  their  own  work  to  do  in  society,  in  order 
to  support  themselves  and  their  family,  and  have  no 
time  to  teach  their  children  all  that  they  should  know. 
Hence  through  co-operation,  the  schoolmaster  assumes 
this  task  for  the  parents,  who,  ia  return,  pay  him  the 
money  by  means  of  which  he  lives.  The  Persian  children 
are  here  taught  the  soldierly  virtues,  truth,  courage,  and 
obedience.  Thoy  are  trained  to  become  soldiers  for  the 
state. 

Outside  of  this  school,  Darius  learns  how  to  tell 
the  time  of  day  by  the  length  of  shadows  cast  by 
the  sun,  to  watch  the  clouds  for  signs  of  the 
weather,  to  know  the  different  seasons,  and  the 
plants  and  animals  belonging  to  each. 

There  was  one  thing  Darius  did  not  learn,  either 
in  school  or  outside,  and  that  was  to  read  the  queer 
writing  cut  into  the  faces  of  great  stones,  which 
were  set  up  where  a  great  battle  had  been  fought, 

lo 


114  ORGANIC  ED  UCA  TION. 

to  keep  the  record  of  it,  or  in  the  city  wall, 
to  tell  about  the  great  deeds  the  King  had  done. 
If  Darius  wished  to  know  what  was  written  on  the 
great  stones  he  had  to  get  a  priest  to  come  and 
read  it  for  him.  The  writing  did  not  look  much 
like  ours  of  to-day.  If  you  try  to  cut  our  script 
letters  in  stone,  you  will  find  it.  very  hard  to  make 
such  rounding  lines  as  we  use.  The  Persians  made 
each  letter  so  that  it  looked  like  several  arrow- 
heads or  wedges  set  together  in  different  ways. 

Illustrations  of  cuneiform  writing  should  be  shown  by 
the  teacher,  and  compared  with  Hiawatha's  picture-writ- 
ing. 

2.  COMPARISON. 

The  school  of  Darius  is  compared  by  the  children 
with  their  own  school,  and  with  those  of  Kablu 
and  Hiawatha,  as  partially  suggested  under  the 
head  of  The  Story.  The  underlying  identities 
between  all  these  schools  are  brought  out,  along 
with  their  differences.  The  sling,  and  the  bow  and 
arrows  are  compared  with  the  gun. 

3.  MEASURE. 

The  children  measure  the  time  Darius  spent  in 
school  in  one  day  and  the  time  they  spend  each 
day  and  each  week. 

4.  EXPRESSION. 

The  children  tell  the  story  of  what  Darius  did  in 
school,  illustrating  by  means  of  drawings,  models, 
etc. 


OUTLINES.  115 

VI.     SOCIAL  LIFE. 

Darius  had  a  friend,  a  Hebrew  boy  named  Zadoc, 
who  lived  in  Babylon  for  a  time.  Zadoc  could 
not  ride  nor  shoot,  but  he  could  tell  wonderful 
stories,  about  the  great  sea,  which  the  Persian  boys 
had  never  seen,  and  about  the  destruction  of  Jeru- 
salem and  the  captivity  of  his  people.  Darius  is 
always  a  loyal  friend  to  Zadoc,  and  when  the  Per- 
sian boys  say  sneeringly  that  he  cannot  ride  nor 
shoot  as  they  can,  Darius  reminds  them  that  if  he 
cannot  do  these  things  he  can  tell  more  interesting 
stories  than  anyone  else ;  and  so  he  brings  Zadoc 
into  the  group  of  his  friends,  and  makes  it  pleasant 
for  him  among  them. 

The  story  of  Darius  and  Zadoc  should  be  panilled  by 
that  of  David  and  Jonathan. 

2.  COMPARISON. 

The  children  compare  their  own  loyalty  in 
friendship  with  that  of  Darius,  David,  and  Jona- 
than. 

The  ideal  of  loyalty  to  one's  friends  should  be  empha- 
sized by  every  possible  means,  until  the  children  come  to 
reflect  it  in  their  own  conduct  toward  each  other  in  the 
school-room  and  out. 

3.  EXPRESSION. 

The  ideal  of  loyalty  in  friendship  should  be 
expressed  in  the  conduct  of  the  children  toward 
each  other.  They  should  come  to  despise  the  prac- 
tice of  "telling  on"  each  other,  and  should  strive 


116  ORGA  NIC  ED  UCA  TION. 

to  maintain  their  friendships  by  doing  eacli  for  the 
others  all  the  friendly  offices  he  can.  Stories  of 
friendship  are  pictured  and  acted  out  by  the  chil- 
dren. 

VII.     INDUSTRIAL  LIFE. 

1.  THE  STORY. 

.  Through  co-operation  and  division  of  labor  very 
many  new  trades  and  occupations  have  arisen  in 
the  city.  Farming,  architecture,  pottery-making, 
tanning,  spinning  or  weaving,  we  knew  in  the  early 
Aryan  period;  but  they  have  been  rendered  far 
more  efficient  by  the  Persians,  and  now  each  con- 
stitutes a  sufficient  business  for  one  man,  whereas 
the  early  Aryan  carried  them  all  on  himself.  But 
aside  from  these  trades,  the  Persian  knows  the  art 
of  dyeing  cloth,  of  felt-making,  of  making  metal- 
ware,  and  chasing  it  delicately;  he  has  learned 
how  to  quarry  stone,  to  mine  for  iron  and  the 
precious  metals  and  stones,  and  to  make  bronze. 

The  teacher  should  make  a  point  of  the  necessity  and 
value  of  trade  in  city  life,  and  lead  the  children  to  discover 
how  trade  arises  out  of  co-operation.  The  children  should 
learn  what  is  sold  in  different  kinds  of  stores. 

2.  COMPARISON. 

The  industrial  occupations  and  products  of  Per- 
sia are  compared  with  those  of  Kablu's  time  and 
of  Hiawatha's,  to  discover  what  progress  has  been 
made  in  the  conquest  of  environment,  in  co- 
operation, and  in  division  of  labor. 


OUTLINES.  117 

3.  MEASURE. 

The  children  find  out  the  cost  of  certain  articles 
which  they  possess  made  either  of  felt  or  of 
leather,  the  grades  of  material  used,  and  their 
relative  cost,  the  time  required  for  making,  the 
number  of  people  employed  in  the  manufacture, 
etc.  Other  manufactured  products  may  be  inves- 
tigated in  the  same  way.  The  time  is  now  to  be 
measured  in  weeks,  days,  hours. 

4.  EXPRESSION. 

The  children  tell  and  write  the  sequences  for 
such  industrial  processes  as  have  been  given  to 
them  by  the  teacher,  illustrating  them  as  usual, 
but  especially  by  acting  them.  They  play  at  quar- 
rying and  mining,  in  the  sand.  They  mould 
pottery,  shape  tin  foil  for  metal  vessels,  and  trace 
patterns  on  them. 

VIII.     THE  STATE. 

1.  THE  STORY. 

The  King  of  the  Persians  lived  in  a  beautiful 
palace,  and  wore  beautiful  clothing.  He  was  King 
because  he  was  the  strongest  man  and  the  bravest 
soldier.  Everybody  had  to  do  as  he  said.  Darius 
had  to  obey  his  father  and  his  teacher,  but  his  father 
and  his  teacher  both  had  to  obey  the  King. 

2.  COMPARISON. 

The  children  compare  the  King  with  Darius, 
with  Hiawatha,  as  chief  of  his  tribe,  with  Kablu's 
father,  and  with  the  principal  or  superintendent  of 


118  ORGANIC  EDUCATION. 

the  schools,  the  mayor,  the  president,  or  the 
highest  authority  they  know,  and  they  decide 
why  there  must  be  some  one  whom  everyone  else 
has  to  obey — why  everyone  should  not  do  as  he 
pleases. 

3.  EXPRESSION. 

The  children  play  king  and  subject,  and  see 
which  can  be  the  best  king,  most  loved  by  his 
subjects. 

IX.     THE  CHURCH. 

1.  THE  STORY. 

Darius  went  to  church  on  a  high  hill  where  the 
only  thing  that  indicated  a  church  was  a  silver 
altar,  about  four  feet  high,  and  raised  on  three 
broad  steps.  Upon  this  altar  the  sacred  fire  was 
kept  burning  by  the  priests,  whose  duty  it  was. 
Here  Darius  would  come  and  pray  to  the  might}' 
Ormuzd,  thanking  him  for  the  light  of  the  sun, 
which  had  made  the  fruits  to  ripen  for  his  food, 
while  the  priest  cast  the  juice  of  the  plant  Soma 
upon  the  fire  making  it  burn  more  brightly.  And 
then  the  priest  would  chant  to  the  people  some 
words  of  Zoroaster,  such  as  Darius  learned  at 
school,  bidding  them  strive  to  be  truthful,  brave 
and  obedient,  and  Darius  would  go  home.  If  he 
had  touched  any  unclean  thing  he  must  wash  him- 
self three  or  four,  or  even  seven  times  over,  before 
he  could  go  to  church,  or  even  go  out  upon'  the 
street  where  he  would  be  likely  to  touch  anybody 
else. 


OUTLINES.  119 

2.  COMPARISON. 

The  children  compare  the  church  of  Darius  with 
'that  of  Hiawatha,  of  Kablu,  of  Zadoc,  and  finally 
with  their  own  church  or  Sunday  school.  They 
recognize  that  Hiawatha,  Kablu,  Darius,  and 
Zadoc  meant  the  same  God  by  their  different 
names — the  same  one  they  themselves  know  about. 

REFERENCE     BOOKS. 

Jane  Andrews.    Ten  Boys. 

Story  of  Persia.     Benjamin. 

Ragozin.     Story  of  Media,  Babylon  and  Persia. 

Benjamin.     Persia  and  the  Persians. 

Perrot  and  Chipiez.    The  Art  of  Persia. 

Liibke.     The  History  of  Art. 

Furguson.     History  of  Architecture. 

Franz  von  Reber.     History  of  Ancient  Art. 

Owen  Jones.     Grammar  of  Ornament. 

RELIEFS    AND    STATUARY    SUGGESTED. 

Michael  Angelo.     David. 

Canova.    Lions. 

Donatello.  St.  John  (high  relief,  Louvre)  and  Boy 
Jesus. 

Delia  Robbia.  Six  Boys  playing  on  Trumpets,  four 
Children  dancing. 

William  Hunn.    Flight  of  Time. 

A.  Mercie.    David. 

PICTURES. 

Riviere.    Daniel  in  the  Lion's  Den. 

A.  L.  O.  E.      Exiles  in  Babylon  (Pictures  in  the  book.) 

Hoffman.     Child  Jesus  in  the  Temple. 

Carl  Miiller.    Child  Jesus  in  the  Temple. 

Mengelberg.    On  the  Way  to  Jerusalem. 

Michael  Augelo.     David.  f 

Mercie.    David. 


120  ORGANIC  EDUCATION. 

CLEON,  THE  GREEK  BOY. 
Grade  B  2. 

Ages  of  children,  seven  to  eight  years. 
A.       ANALYSIS    OF    CHARACTER. 

The  character  of  Cleori  is  easily  recognizable  by 
the  experienced  teacher,  as  in  its  broader  outlines 
at  least,  suggestive  of  the  average  child  of  seven 
or  eight  years.  His  senses  are  keen,  his  imagina- 
tion quick  and  facile.  He  is  extremely  sensitive 
to  his  environment,  restless,  impulsive,  easily  led, 
for  the  most  part  careless  and  happy,  irresponsible, 
thoughtless  of  others,  and  less  affectionate  than  he 
has  previously  been,  self-willed,  though  seldom 
constant  in  purpose. 

B.       ETHICAL    AIMS. 

The  object  in  this  grade  is  to  work  upon  the 
child  through  his  environment.  This  is  a  crucial 
period  in  childhood  and  requires  most  tactful 
handling.  The  vulnerable  point  in  the  typical 
character  of  the  period  is  his  sensitiveness  to  envi- 
ronment, to  impressions  from  without,  the  facility 
with  which  he  is  led.  His  environment  is  accord- 
ingly so  ordered  as  to  appeal  most  strongly  to  his 
eager  senses  and  active  mind.  Through  the  study 
of  Persian  art,  his  natural  love  for  warm,  brilliant, 
sensuous  colors,  and  large  flowing  outlines,  has 
been  fostered.  Now  he  is  ready  to  appreciate,  as 
having  all  the  stimulus  of  novelty  and  the  charm 
of  natural  outgrowth  from  this  more  primitive 
form,  the  airy  purity  of  Greek  coloring,  the  severe 


OUTLINED.  121 

outlines  of  Greek  sculpture,  with  its  perfect  pro- 
portioning, its  self-contained  harmony.  The 
school-room  should  abound  in  the  best  speci- 
mens obtainable  of  Greek  art,  that  the  children 
becoming  gradually  saturated  with  its  spirit^ 
may  be  led  insensibly  to  see  the  truth  and 
purity  that  alone  makes  beauty  possible.  "The 
True,  the  Good,  and  the  Beautiful"  should  be 
the  motto  in  the  school,  truth  and  goodness  being 
for  the  time  considered  rather  as  means  toward 
beauty  of  person  and  character  than  as  ends  in 
themselves. 

There  is  little  danger  of  over-emphasizing,  at 
this  stage,  the  dignity  of  the  body.  Personal 
cleanliness  and  purity  in  thought  as  well  as  deed 
may  be  urged  upon  this  ground.  "We  become 
like  what  we  look  upon  "  is  an  idea  which  cannot 
be  sufficiently  emphasized  in  the  story-work  of  the 
grade,  as  an  incentive  to  companionship  with  true 
and  pure  people  and  the  thinking  of  pure  and  good 
thoughts. 

The  children  are  encouraged  to  tell  about  deeds 
which  they  have  seen  or  of  which  they  have  heard, 
that  show  a  beautiful  soul,  to  notice  pictures  and 
the  real  faces  of  people  who  look  as  though  they 
had  beautiful  souls,  to  try  to  show  beauty  of  soul 
in  their  own  faces,  gestures,  attitudes  and  voices. 
A  key-sentence  for  the  children  of  this  period  is 
"A  beautiful  behavior  is  the  finest  of  fine  arts." 
The  meaning  of  this  should  be  taught,  and  held 
constantly  before  them. 

16 


122  ORGANIC  EDUCATION. 

EMBODIMENT  OF  IDEALS: 

The  story  of  Clytie  ('adapted)  should  be  told  to 
convey  the  conception  of  growing  like  what  one 
looks  upon.  The  Story  of  the  Bluebell,  as  told  in 
in  Our  Children's  Songs,  p.  68,  illustrates  the  same 
point.  Both  stories  and  any  others  bearing  upon  the  same 
Idea  should  be  used,  especially  such  as  that  of  Washing- 
ton's Code  of  Manners  and  Morals,  which  he  compiled 
from  observation  of  the  best  social  life  in  Virginia,  and  by 
the  aid  of  which  he  gained  for  himself  a  courtly  manner 
and  sound  principles  of  conduct  (Irving,  Life  of  Wash- 
ington, ch.  VII).  Wordsworth's  I  Wandered  Lonely  as 
a  Cloud  is  appropriate  in  this  connection.  For  an  illus- 
tration of  the  negative  side  the  story  of  the  Gorgon's  Head. 
The  story  of  Circe  and  the  Swine  may  be  used  to  show  the 
danger  of  coming  to  resemble  in  form  what  one  is  in  heart. 

Hector,  Nausicaa,  and  Galatea  are  types  of  the  beautiful 
soul  in  a  beautiful  body. 

King  Midas  illustrates  selfishness,  and  Rhoecus,  care- 
lessness. 

The  children  read : 

The  story  part  of  Lowell's  Rhoecus. 

The  Blue  Bell. 

I  Wandered  Lonely  as  a  Cloud,  Wordsworth. 

Circe  and  the  Swine,  Odyssey,  Bryant's  translation. 

SONGS : 

Baby's  Skies,  St.  Nicholas  Song  Book. 
Childhood's  Gold,  St.  Nicholas  Song  Book. 
Such  questions  as  the  following  are  suggested : 
What  did  Cleon  do  to  make  his  soul  beautiful? 
What  do  you  do  ? 

Are  you  watching  the  star  and  the  blue  sky  ? 
Are  you  as  selfish  as  King  Midas  ? 
What  makes  you  selfish  ? 
How  can  you  improve? 


OUTLINES.  123 

What  will  help  you? 

What  do  you  do  for  others? 

Are  you  careless?    How? 

Do  you  try  to  overcome  it? 

How  does  a  strong  body  help  one  to  be  good? 

I.     APPEARANCE. 
1.  THE  STORY. 

The  description  of  Cleon's  personal  appearance 
found  in  Ten  Boys  may  be  used,  but  should  be 
supplemented  by  the  study  of  the  Greek  ideals  of 
personal  beauty  as  embodied  in  the  statues  of  the 
Venus  of  Milo,  the  Apollo  Belvedere,  Diana,  Mer- 
cury, Sleeping  Ariadne,  etc. ;  and  in  the  paintings 
of  Greek  subjects  by  Coomans,  Cannucinni, 
Tadema,  Flaxman,  Sichel,  Raphael,  and  David. 

The  points  to  be  noted  under  this  head  are  per-' 
fection  of  form  as  dependent  upon  perfect  health, 
which  itself  depends  upon  temperance  and  train- 
ing; and  the  Greek  standard  of  personal  beauty 
in  special  features,  forehead,  nose,  shape  of  face, 
etc. 

The  following  casts,  statues  and  paintings  may  be  used : 

Apollo  Belvedere. 

Minerva.     (Of  Vellitri  in  Louvre.) 

Diana.     (Of  Versailles,  in  Louvre.) 

Zeus.     (Vatican.) 

Venus  of  Milo. 

Mercury.     (Bologna,  Florence). 

Aurora  (Guido  Reni). 

Xiobe.     (Vatican.) 

Sleeping  Ariadne.     (Vatican.) 

Apollo  and  the  Muses.     (Raphael.) 


124  ORGANIC  EDUCATION. 

Apollo  and  the  Muses.     (Romano.) 

Hebe.     (Canova.) 

Greek  Water  Carriers.     (Phidias.) 

Laocoon. 

Paris  and  Helen.     (David.) 

Athenian  Fugitives.     (Glaize.) 

Sappho.     (Tadema.) 

2.  COMPARISON. 

The  children  scrutinize  each  other  to  detect 
likenesses  and  differences  between  their  appear- 
ance and  that  of  Cleon  and  the  Greek  ideals. 
They  examine  the  features,  the  proportion  of  body, 
symmetry,  strength,  coloring.  They  discuss  how 
such  defects  as  stooping-shoulders,  flabby  mus- 
cles, crossed  eyes,  etc.,  can  be  remedied.  They 
compete  with  each  other  in  feats  of  strength  and 
grace,  in  gesture  and  pose,  imitative  of  the  statues 
studied. 

The  Greek  methods  of  measuring  time  are  com- 
pared with  those  of  the  Indians,  the  Early  Aryans, 
the  Persians  and  of  ourselves. 

3.  MEASURE. 

Cleon's  age  may  be  calculated  by  Olympiads. 
The  children  calculate  their  own  in  the  same  way. 

The  story  of  Kronos  is  told  by  the  teacher,  and  the 
name  traced  in  some  of  the  words  we  use. 

The  height,  width,  girth,  and  length  of  limb  of 
each  child,  the  increase  of  his  size  and  strength 
due  to  physical  exercise,  are  measured  by  himself 
or  by  some  other  child,  and  the  proportions  of 


OUTLINES.  125 

different  parts  of  the  body,  especially  of  the  face, 
comparing  those  of  children  and  grown  people. 
The  shades  of  coloring  in  hair,  eyes,  and  complex- 
ion are  noted. 

There  should  be  a  great  deal  of  work  in  color  in  this 
grade,  particularly  in  the  pure  and  cheerful  colors  used  by 
the  Greeks.  The  children  should  learn  the  formation  of 
colors  and  should  work  with  shades  and  tints. 

A  Special  study  is  made  of  the  skin  (with  stress 
upon  the  hygiene  of  bathing),  of  muscles,  and  of 
sense-organs.  General  study  of  health,  its  value, 
its  relation  to  food,  exercise,  sleep,  clothing,  air, 
how  secured,  cleanliness,  environment. 

4.  EXPRESSION. 

The  children  describe,  draw,  paint,  and  mold 
figures  of  Cleon,  etc.  They  imitate  the  poses  of 
famous  statues.  They  draw  the  poses  of  other 
children.  They  practice  exercises  for  both 
strength  and  grace  of  body  and  strive  to  express 
desirable  characteristics  by  the  expression  of  their 
faces. 

II.     CLOTHING. 

1.  THE  STORY. 

The  clothing  of  Cleon  may  be  described  from 
Ten  Boys.  Additional  particulars  and  numer- 
ous pictures  may  be  found  in  Blumner's  Home 
Life  of  the  Ancient  Greeks.  Greek  statuary  and 
pictures  are  of  especial  value  as  sources  of  inform- 
ation on  this  subject.  The  chiton,  chlamys, 


126  ORGANIC  EDUCATION. 

himation,  armor,  sandals,  ornaments,  etc.,  are 
studied,  with  reference  to  the  material  used,  the 
manner  of  wearing,  and  its  purpose,  the  addition 
to  the  chiton  of  the  chlamys  and  its  significance. 

The  Greek  ideals  for  certain  articles  of  dress  an  repre- 
sented in  literature  and  sculpture  should  be  noted — for 
instance,  the  helmet  of  darkness,  worn  by  Perseus,  the 
sandals  of  Mercury,  the  armor  of  Achilles. 

A  cast  should  be  shown  of  the  shield  of  Achilles.  An 
account  of  the  making  of  his  armor  may  be  read  from  the 
Iliad. 

Flax  is  studied  in  sequence  as  the  source  of  the 
material  for  clothing. 

The  primitive  spindles  and  looms,  and  other  im- 
plements connected  with  the  manufacture  of  flax 
into  linen  cloth  should  be  shown  the  children. 
The  process  of  manufacturing  the  cloth  should 
be  studied  in  sequential  order.  Other  processes 
connected  with  the  clothing  are :  the  coloring  of 
the  cloth,  the  making  of  garments,  and  the  clean- 
ing of  the  clothing. 

The  spider  sequence  is  reviewed  from  the  Kablu  period, 
and  the  story  of  Arachne  told  in  connection  with  it.  Spen- 
ser's Story  of  Arachne  may  also  be  read  in  this  connection. 
With  the  study  of  the  cleaning  of  clothes,  the  story  of 
Nausicaa  is  appropriate.  Selections  from  the  story  in 
Bryant's  translation  of  the  Odyssey  may  be  read  by  the 
children. 

2.  COMPARISON. 

The  clothing  of  Cleon  is  compared  with  that 
of  the  children  previously  studied  and  then  with 


OUTLINES.  1L>7 

our  own,  as^  to  design,  material,  processes  of  mak- 
ing, by  whom  made,  cost,  coloring,  decoration,  man- 
ner of  wearing,  difficulty  in  procuring,  the  amount 
of  material  used,  spinning,  weaving,  sewing.  The 
adaptation  of  the  clothing  of  each  people  to  the 
climate  in  which  they  lived,  to  their  manner  of  life, 
etc.,  is  emphasized. 

3.  MEASURE. 

The  children  bring  in  facts  about  their  own 
clothing,  or  about  that  of  others  in  the  family,  in 
regard  to  material,  measure  used,  amount  of  time 
for  making,  cost  of  making,  wages  of  those  em- 
ployed, and  from  these  facts,  problems  are  made 
by  the  teacher.  They  estimate  the  time  and  money 
spent  by  each  Greek  at  the  baths.  They  learn  the 
dollar  as  measured  by  the  other  smaller  units,  the 
half-dollar,  the  quarter-dollar,  the  dime,nickle  and 
the  cent. 

4.  EXPRESSION. 

The  children  dress  a  doll  for  Cleon  and  one  for 
his  sister,  and  one  each  for  a  boy  and  girl  of  the 
present  time.  They  reproduce  and  illustrate  as 
before  the  sequences  connected  with  the  clothing. 
The  children  make  patterns  for  the  clothing  that 
they  make  for  the  dolls.  They  copy  beautiful 
designs  in  decoration  of  Greek  clothing,  then  in- 
vent some  of  their  own. 

III.     HOME. 
1.  THE  STORY. 

The  home  of  Cleon  should  be  considered  under 
at  least  three  main  heads : 


128  ORGANIC  EDUCATION. 

(1)  Its  environment,  (a)  Physical,  (b)  Artificial. 

(2)  The  house,  under  which  may  be  considered : 
(a)  Its    structure,    (b)   furniture   and   utensils,   (c) 
food. 

(3)  Family  life. 

The  material  will  be  found  by  consulting  the  references 
before  mentioned  in  the  text,  and  Smith's  Dictionary  of 
Greek  and  Latin  Antiquities.  The  last  named  will  be 
found  particularly  valuable  in  the  work  upon  the  Greek 
House. 

PICTURE. 

Alma  Tadema,  Reading  Homer. 

The  following  points  should  be  covered : 

(1)  ENVIRONMENT. 

(a)  Physical. 

Sea;  mountains,  Olympus,  Parnassus,  Pentelicus 
Hill,  slopes,  valley,  source  of  streams;  Alpheus 
river ;  climate ;  soil ;  vegetation ;  animal  life,  etc. 

PICTURES. 

(  Guido  Reni. 

Aurora  •]  G.  Fairman,  in  Tooke's  Pantheon. 
(  Flaxman. 

Iris— Guy  Head. 

(b)  Artificial. 

The  plan  of  Athens,  Acropolis,  position  of  Parth- 
enon, Erechtheum  (Caryatides),  road  to  the  sea. 

(2)  THE  HOUSE. 
(a)  Structure. 

The  relation  of  the  structure  of  the  Greek  house 
to  its  environment  and  to  social  conditions  of  the 


OUTLIXKX.  129 

time.  The  stability  or  permanency  of  structure, 
the  beauty  of  the  whole  and  of  the  parts,  the 
inventions  used  in  building,  protection  from  cold, 
provisions  for  cleanliness,  eating,  rest,  reading  or 
writing,  the  number  and  arrangement  of  rooms. 
Study  of  the  peristylum  as  the  suggestion  for  the 
Roman  atrium  and  of  the  basilica  as  preparation 
for  the  cathedral.  The  tiling  and  wall-painting  of 
the  interior.  The  sacred  hearth. 

The  description  of  an  ideal  Greek  house,  that  of  Alcin- 
ous,  should  be  rend  from  the  Odyssey. 

In  connection  with  the  sacred  hearth  the  story  of  Pro- 
metheus may  be  told. 
PICTURE  : 

Erectheum  (published  by  Prang). 

(b)  Furnishings  and  Utensils. 

Statues,  beds,  couches,  dining-tables,  benches, 
chairs,  lamps,  vases,  dishes,  portable  stoves. 

The  teacher  should  show  pictures  or  models  of  these, 
and  the  real  thing  whenever  that  can  be  obtained.  She 
should  select  the  most  beautiful  and  characteristic  of  these 
to  keep  before  the  children  until  they  are  easily  recog- 
nized. Flaxman's  illustrations  should  be  freely  used. 

Under  the  foregoing  topics  there  will  be  a  need  for  the 
study  of  various  type  forms  suggested  by  nature  and 
applied  in  inventions  and  arts,  as :  the  ellipsoid  from  the 
olive,  the  ovoid  from  the  fig,  the  ellipsaand  oval  applied 
in  rose  forms,  etc. 

(c)  Food. 

The  kinds  of  food  used  by  the  rich  and  by  the 
poor,  the  relation  of  food  to  climate,  how  procured 


130  ORGANIC  EDUCATION. 

in  the  first  instance  and  later  by  Cleon's  father,  how 
cooked  and  served,  the  relation  of  food  to  health. 

Read  selections  from  Tennyson's  Lotos-eaters,  and  from 
the  story  of  Circe's  Swine  and  the  orchard  of  Alcinous  in 
the  Odyssey.  The  Finding  of  the  Lyre,  Lowell.  Tell 
about  the  nectar  and  ambrosia  of  the  gods  and  goddesses. 
Tell  the  story  of  Hebe  and  Ganymede,  of  Persephone  and 
of  the  Garden  of  the  Hesperides.  Show  some  reproduc- 
tion of  the  statue  of  Hebe  by  Canova,  or  of  the  one  in  the 
Louvre,  and  pictures  of  Ceres,  Bacchus  and  Circe. 

(3)  FAMILY  LIFE. 

Customs  and  manners  in  the  home,  relations  of 
parents  and  children,  duties  of  father,  mother, 
children,  slaves;  customs  in  eating,  sleeping,  bath- 
ing, hospitality  and  religion. 

Greek  ideals  of  certain  features  of  family  life  are  em- 
bodied in  the  stories  of  Hector  and  Andromache,  of  the 
father  and  mother  of  Nausicaa,  of  Ulysses  and  his  father, 
and  of  Ulysses  and  Telemachus. 

2.  COMPARISON. 

Greek  life  is  compared  with  that  of  the  Indians, 
the  Early  Aryans,  the  Persians,  and  finally  with 
our  own,  to  show  differences  in  the  physical  en- 
vironment, the  material  comfort  and  beauty  of  the 
home  and  the  mutual  helpfulness  of  family  life. 
Our  debt  to  the  Greeks  should  be  shown  in  as 
many  specific  instances  as  possible,  and  where  the 
differences  observed  are  not  in  our  favor,  the  child- 
ren should  learn  how  to  draw  upon  Greek  life  still 
further  for  the. beautify  ing  of  their  own. 


OUTLINES.  131 

«• 

The  following  are  suggestions  upon  this  head : 
How  did  the  Greeks  look  upon  their  environment? 
What  did  they  think  of  plants  and  animals,  of  the  groves 
and  streams,  of  sun  and  moon? 

(Here  should  be  studied  the  stories  of  Rhoecus  and  the 
Dryad,  of  Neptune,  Thetis,  Naiads,  Aeolus,  Iris,  Aurora, 
Phaeton,  Apollo,  Atlas,  Diana,  Hyacinth,  Narcissus,  Cly- 
tie.  These  stories  should  be 'connected  with  the  nature- 
study.)  Compare  the  Acropolis  with  the  central  part  of 
your  city.  Why  did  the  Athenians  care  to  have  a  hill  in 
the  center  of  the  city?  Compare  (in  a  very  general  way) 
the  arrangement  of  streets,  public  buildings,  etc.,  in  the 
two  cities,  the  height  of  buildings,  towers  or  steeples  with 
that  of  the  Acropolis  (500  ft.),  and  the  streets  of  Athens 
with  those  of  Detroit  as  to  width,  cleanliness,  ornamenta- 
tion, etc. ;  the  provisions  for  lighting,  for  protection,  and 
for  industrial  exchange.  Compare  the  size  of  Athens  with 
that  of  Detroit  by  means  of  their  areas  in  miles  and  their 
populations  in  round  numbers,  or  if  the  numbers  are  too 
large,  by  diagrams. 

Houses  of  the  past  and  of  the  present  should  be  com- 
pared as  to  material  used,  size,  conveniences,  beauty, 
durability,  number  and  uses  of  rooms.  Trace  the  influence 
of  Greek  designs  on  our  own  by  showing  examples. 

'Which  do  you  like  better? 

Would  Greek  furniture  look  well  in  our  homes,  or  vice 
versa? 

Compare  a  Greek  vase  with  the  clay  cups  of  Kablu's  time. 

Compare  the  lamps  of  that  time  and  this,  beds,  dining 
room  furniture,  dishes,  library  furniture,  chairs. 

What  food  is  used  by  us?  Whence  does  it  come?  How 
much  is  procured  at  home?  How  is  it  obtainable?  From 
what  kinds  of  stores  does  it  come?  Did  "uCleon  buy  his 
food  at  stores?  Why?  What  obstacles  have  been  over- 
come ? 


132  ORGANIC  EDUCATION. 

Have  the  children  give  facts  in  their  own  experience : 
in  raising,  cooking,  buying,  and  selling,  food-materials. 

The  children  learn  the  number  of  months  in 
different  seasons,  the  number  of  days  in  the  month 
and  of  hours  in  the  day.  They  study  the  ther- 
mometer, and  learn  to  read  the  temperature  by  it. 
They  study  the  mile  as  a  whole,  the  yard  as  made 
up  of  inches.  They  learn  why  some  fruits  are 
measured  by  the  pound,  others  by  the  quart  or 
gallon.  They  measure  for  all  the  expression  work 
(palace  and  house  columns,  ornamental  designs, 
etc.),  and  gain  ideas  of  proportion  and  fractions, 
in  connection  with  parts  of  the  house,  as  floors, 
columns,  tiles,  etc. 

The  children  learn  the  square  yard  and  square 
foot,  and  cubic  inch,  and  measure  the  areas  of 
panes  of  glass,  tiles,  etc.  They  estimate  the 
amount  of  the  floor  covering,  tiling,  curtains, 
hangings,  etc.,  in  Cleon's  house  and  in  their  own. 
They  note  how  long  it  takes  to  build  houses  of 
different  kinds.  They  learn  the  measures  used 
and  the  cost  of  various  articles  used  for  food,  such 
as  honey,  grapes,  olives,  nuts,  olive-oil,  milk,  etc. 
They  estimate  the  cost  of  certain  articles  of  furni- 
ture, utensils,  dishes,  etc.,  both  singly  and  in  sets. 
They  learn  to  use  measures  of  capacity,  both  liquid 
and  dry. 

For  nature-study,  see  the  general  heads  under 
Physical  Environment.  Aside  from  these  are  stud- 
ied, by  observation  and  use,  the  cardinal  points  of 
the  compass,  the  succession  of  day  and  night  and 


OUTLINES.  133 

of  the  seasons,  the  life  history  of  clay  (used  for  pot- 
tery) and  marble  (for  building),  the  life-histories 
of  articles  used  for  food,  such  as  olives  and  grapes, 
honey,  almonds;  and  besides  these  such  insects 
and  birds,  as  were  especial  favorites  of  the  Greeks, 
the  bee,  the  grasshopper  and  the  nightingale  (ex- 
plain by  the  mocking  bird).  In  connection  with 
the  nightingale  they  study  the  migration  of  birds 
in  our  climate.  The  marigold  and  the  sweet  pea 
are  studied. 

All  nature-study  should  be  connected,  so  far  as  possible 
with  the  Greek  myths  in  regard  to  the  subjects  studied. 
The  star-myths  should  be  studied  here,  those  of  Argus, 
the  labors  of  Hercules,  etc.  Europa  is  connected  with 
the  transfer  of  our  interest  from  Asia  to  the  new  con- 
tinent. The  story  of  Persephone  is  apropos  of  the  season- 
work. 

In  connection  with  the  flowers  should  be  read  Keats's 
lines  on  the  marigold,  "Open  afresh  your  round  of  starry 
folds,"  as  far  as  the  line  "On  many  harps  which  he  has 
lately  strung";  and  also  those  descriptive  of  sweet-peas, 
both  selections  from  I  stood  Tiptoe  upon  a  little  Hill. 

In  connection  with  the  grasshopper,  should  be  read 
Keats's  sonnet  on  The  Grasshopper  and  Cricket,  and  the 
following  adaptation  from  Tennyson's  The  Grasshopper. 

I. 

An  insect  lithe  and  strong, 

Bowing  the  seeded  summer  flowers, 
Vaulting  on  thine  airy  feet. 

Clap  thy  shielded  sides  and  carol, 
Carol  clearly,  chirrup  sweet. 

Thou  art  a  mailed    warrior,   in  youth  and   strength 
complete. 


134  ORGANIC  EDUCATION. 

II. 

I  would  dwell  with  thee,  merry  grasshopper, 

Thou  art  so  glad  and  free,  and  as  light  as  air ; 
Thou  hast  no  sorrow  or  tears, 

But  a  short  youth,  sunny  and  free. 
Carol  clearly,  bound  along, 

In  thy  heart  of  summer  pride, 
Pushing  the  thick  roots  aside, 

Of  the  swinging  flowered  grasses,       , 
That  brush  thee  with  their  silken  tresses, 

Shooting,  singing,  ever  springing, 
In  and  out  the  emerald  glooms, 

Ever  leaping,  ever  singing, 
Lighting  on  the  golden  blooms. 

In  this  grade  the  children  can  begin  to  make  more 
observations  on  protective  coloring  in  nature.  As  a  basis 
for  description  and  other  forms  of  expression  the  children 
should  know  all  the  standard  colors  with  their  shades  and 
tints. 

Selections  from  JEsop's  Fables  may  be  read  in  connec- 
tion with  the  nature-study.  Jupiter  and  a  Bee,  Jupiter 
and  the  two  Wallets,  The  Owl  and  the  Grasshopper,  Her- 
cules and  the  Wagoner,  The  Peasant  and  the  Apple-tree, 
The  Ass  and  the  Grasshopper,  The  Hawk  and  the  Night- 
ingale, The  Ants  and  the  Grasshoppers,  are  suggested. 

In  connection  with  the  ventilation  of  Cleon's 
house,  the  children  have  physiology  lessons  on  the 
lungs. 

4.  EXPRESSION. 

The  children  make  in  sand  the  surroundings  of 
Cleon's  home  and  of  their  own.  They  draw,  paint, 
mold,  or  describe  whatever  is  studied,  using  the 
most  appropriate  means  in  each  case.  They  draw 
a  picture  of  the  Acropolis,  or  model  it  in  clay. 


OUTLINES.  135 

They  make  a  sun-dial.  They  draw,  according  to 
scale,  a  plan  of  Cleon's  house,  and  one  of  a  modern 
house — their  own,  if  possible.  They  make  a 
Greek  play-house,  and  one  of  modern  times,  pro- 
portioned according  to  the  scale  previously  made. 
They  lay  sticks  to  show  the  proportions  of  the 
rooms  011  the  ground  floor.  They  make  plans  for 
the  different  kinds  of  rooms.  They  draw  pictures 
of  their  own  houses.  They  make  furniture  of  the 
proper  size  and  proportions  for  each  house,  and 
draw  pictures  of  each  piece.  They  mold  and  draw 
lamps,  vases  and  dishes.  They  set  the  table  with 
dishes,  and  arrange  everything  in  the  houses  so  as 
to  produce  the  best  effect  according  to  their  own 
ideas.  They  copy  and  later  invent  designs  for  til- 
ing, mosaic,  and  frescoing,  by  means  of  drawing, 
painting  and  the  arrangement  of  tablets,  sticks  and 
rings. 

A  box  of  Prang's  Drawing  Models,  No.  2,  and  a  set  of 
kindergarten  rings,  tablets  and  parquetry  are  used  for  the 
design-work. 

They  tell  or  write  and  illustrate  the  sequences 
of  growth  in  the  plants  and  animals  used  for  food, 
and  represent,  in  like  manner,  the  processes  of  cul- 
tivation or  rearing,  preparation  for  the  table,  and 
serving.  They  picture  or  make  the  machinery  or 
implements  used. 

Songs  that  may  be  used  are  : 

f  Childhood's  Gold. 
St.  Nicholas  Song  Book.    \  "a'ft'y, 

^  The  Sing-away  Bird. 


136  OR  GA  NIC  ED  UCA  TION. 

Pictures  that  may  be  used  are  : 
Corot,  Orpheus. 

Beyschlag,  Orpheus  and  Eurydice. 
Sichel,  Pandora. 

Ganymede  and  the  Eagle,  from  the  National  Museum, 
Naples. 

Bernini,  Apollo  and  Daphne. 

Kaphael,  Hours. 

Raphael,  Days  of  the  Week. 

Schobelt,  Abduction  of  Persephone. 

Leighton,  Return  of  Persephone. 

Maignan,  Parting  of  Hector  and  Andromache. 

Riviere,  Circe  and  the  Swine. 

Pictures  in  Von  Falke's  Greece  and  Rome. 

READ  : 

Talking  in  their  sleep,   Edith  Thomas,   Little   Flower 
Folks. 

What  Robin  Told,  Geo.  Cooper,  Little  Flower  Folks. 

Little  Brown  Seeds,  Ida.  M.  Benham,  Little  Flower  Folks . 

South  Wind  and  the  Sun,  Fawcett. 

SING  : 

Good-bye  to  Summer,  E.  Smith. 

Shadow  Town,  Rice. 

The  Little  Dustman,  Brahms. 

Sweet  and  Low,          ^ 

The  Fairy  Artist, 

The  Pansies,  }•  The  Child's  Song  Book 

Pussy  Willows,  by  Mary  Howliston. 

Sleep,  Baby  Sleep,    J 

IV.    SCHOOL. 

The  references  are   as  before   and  Greek  Education, 
Mahaffy. 

1.  THE  STORY. 

The  study  of  Cleon's  school  should  cover  the 
following     points :      pedagogue,     place,     studies, 


OUTLINES.  137 

utensils  (tablet,  stylus),  time  spent  in  school,  and 
purpose  of  the  school. 

The  story  of  the  Iliad  ami  of  the  Odyssey  are  studied  in 
their  broader  outlines,  and  selections  made  for  reading 
from  Bryant's  inmshition. 

For  a  Greek  ideal  of  school,  read  about  the  school  t-mght 
by  Chiron,  in  Baldwin's  "Heroes  of  the  Olden  Time." 
With  this  may  be  connected  the  story  of  Pegasus.  Parts 
of  Longfellow's  Pegasus  in  Pound  may  be  read. 

2.  COMPARISON. 

Cleon's  school  is  compared  with  the  School  of 
Darius,  of  Kablu,  of  Hiawatha,  and  of  children  of 
the  present,  under  all  the  heads  mentioned  in  The 
Story,  above. 

The  children  learn  certain  of  the  commoner  Greek 
words  with  their  meanings,  and  are  able  to  point  them 
out  in  English  words  derived  from  the  Greek  words.  Such 
words  would  be  for  instance  : 

Astron — a  star.' 

Chronos — time. 

Demos— the  people. 

Ge — the  earth. 

Grapho — to  write. 

Helios — the  sun. 

Metron— a  measure. 

Pan— all. 

Petalon — a  leaf. 

Phonos — a  sound. 

Polis — a  city. 

Other  words  and  prefixes  and  suffixes  should  be  given 
if  the  children  can  take  them.  Some  letters  from  the 
Greek  alphabet  are  taught  with  their  Greek  names,  and  a 
Greek  sentence  is  printed  on  the  board  in  Greek  letters  to 

18 


1 38  ORGA  NIC  ED  UCA  TION. 

show  the  children  how  Cleon  wrote.  Certain  letters  in 
the  Greek  alphabet  should  be  compared  with  the  corres- 
ponding English  letters. 

3.  MEASURE. 

The  children  find  the  proportion  between  the 
time  they  spend  in  school  each  day  and  the  time 
they  spend  in  sleep,  play,  eating,  etc.  They,  each 
for  himself,  estimate  the  cost  of  the  books  and 
other  utensils  used  in  school  and  find  what  propor- 
tion this  cost  bears  to  the  weekly  income  of  the 
father.  Each  child  estimates  the  cost  of  his  own 
food,  clothing,  and  school  supplies,  and  compares 

it  with  the  father's  salary. 

^ 

The  teacher  may  enforce,  from  these  figures,  the  idea  of 
care  for  these  thiugs  as  due  to  the  parents  who  provide 
them. 

The  children  measure  the  length,  breadth,  and 
height  of  the  school-room  and  the  area  of  its  floor. 
From,  the  weather  report  kept  every  day  the  chil- 
dren, at  the  end  of  the  month  find  the  number  of 
clear,  cloudy,  and  rainy  or  snowy  days,  the  varia- 
tion in  temperature,  and  any  other  significant 
facts. 

4.  EXPRESSION. 

The  children  tell,  write,  draw,  and  act  out  the 
story  of  Cleon's  school.  They  play  being  Centaurs. 
They  draw  a  plan  of  the  school  room,  locating  the 
positions  of  various  important  objects,  in  it.  They 
make  the  Greek  letters  that  resemble  or  are  identi- 


OUTLINES.  139 

cal  with  the  corresponding  English  letters.  They 
express  various  characteristics  and  ideas  through 
graceful  poses  and  movement. 

The  children  make  addresses,  using  the  stories 
poems,  and  quotations  they  have  learned,  as  sub- 
ject matter. 

The  use  of  quotation  marks  should  be  taught  here,  if 
not  taught  before. 

V.     THE  STATE. 

1.  THE  STORY. 

The  State  should  be  closely  connected  with  the 
school  in  the  study  of  it  as  it  was  in  the  reality. 
The  fact  should  be  emphasized  that  boys  went  to 
school  to  be  trained  to  be  good  citizens.  Greek 
ideals  of  citizenship  are  studied  as  embodied  in 
Leonidas,  Pericles,  Socrates,  and  Demosthenes,  and 
as  expressed  by  Plato  in  the  Republic  when 
prescribing  the  length  of  time  required  to  fit  a  man 
to  hold  any  public  office. 

The  teacher  may  read  to  the  children  a  selection  from 
the  speech  of  Demosthenes  On  the  Crown,  that  part 
which  relates  to  the  taking  of  Elatea  by  Philip  of  Mace- 
don,  beginning — "It  was  evening.  A  person  came  in  with 
a  message  to  the  president  that  Elatea  was  taken,"  and 
ending  with  the  paragraph  in  which  Demosthenes  says 
"of  all  your  orators  and  statesmen,  I  alone  deserted  not 
the  patriot's  post  in  the  hour  of  danger."  This  passage 
may  be  found  translated  on  p.  274  of  the  College  Greek 
Course  in  English  by  W.  C.  Wilkinson. 

The  children  should  understand  so  far  as  possi- 
ble, that  people  work  together  now,  better  than 


140  ORGANIC  EDUCATION. 

they  did  in  the  time  of  Darius,  and  because  all 
together  they  are  stronger  than  any  one  man,  they 
all  are  the  King,  and  all  together  they  decide  what 
is  to  be  done.  The  necessity  that  someone  should 
decide  what  is  to  be  done,  or  that  all  together  the 
people  should  decide  it  will  be  recognized  by  the 
children,  if  some  game  with  which  they  are  famil- 
iar is  used  as  illustration. 

2.  COMPARISON. 

Some  American  ideals  of  statesmanship,  such  as 
those  embodied  in  Washington  and  Lincoln,  are 
compared  with  the  Greek  ideals  studied,  and 
modern  ideas  of  preparation  for  office-holding 
with  those  of  Plato. 

Such  questions  as  the  following  are  suggested : 

Who  is  our  King? 

Why  don't  we  have  one  man  for  King? 

Does  the  President  of  the  United  States  decide  what 
the  people  shall  do,  or  do  the  people  decide  what  is  best 
and  tell  the  President  what  to  do? 

Did  you  ever  "count  out"  to  see  who  shall  be  "it" 
when  you  are  playing  a  game? 

Does  the  child  who  is  "it,"  make  the  rest  do  what  he 
pleases,  or  does  he  do  what  you  all  have  decided  upon  ? 

Is  the  President  like  the  child  who  is  "  it?" 

Can  you  do  anything  to  make  our  city  better?    What? 

Why  not  wait  until  you  are  men  and  women? 

The  following  questions  are  suggested  : 

What  does  a  policeman  do  ? 

Why  should  there  be  policemen? 

What  is  the  jail  for?    The  City  Hall  ?    The  Post  Office  ? 

Did  the  Greeks  have  a  City  Hall  or  a  Post  Office. 


OUTLINES.  141 

3.  MEASURE. 

How  long  must  Cleon  wait  till  he  can  wear  a 
chlamys?  What  can  he  do  then  that  he  could  not 
do  before?  How  long  will  it  be  before  you  can 
vote?  The  children  learn  about  different  kinds  of 
postage  stamps.  They  measure  time  by  a  sundial 
and  by  a  clock.  They  count  and  learn  the  names 
of  the  different  kinds  of  plants  seen  in  the  park 
flower  beds,  the  different  kinds  of  trees.  They 
count  the  different  people  they  see  working  for  the 
city. 

The  children  draw  a  picture  of  the  City  Hall, 
and  of  the  voting  booths,  and  electric  towers. 
They  "act  out"  the  process  of  voting.  They  make 
speeches  telling  what  they  can  do  to  become  good 
citizens.  They  play  postman,  policeman.  They 
draw  pictures  of  Greek  armor ;  they  make  shields, 
spears,  and  helmets. 

The  children  should  get  the  idea  of  a  policeman  as  a 
helper  and  protector,  rather  than  as  a  detective  or  a  med- 
ium of  punishment. 

\ 

The  children  learn  to  sing : 

Flag  of  the  Free. 
America. 

The  children  draw  and  mold  the  Winged  Victory  and 
Minerva. 

They  draw  the  American  Eagle  and  paint  or  make  a 
flag. 

VI.     SOCIAL  LIFE. 

References  as  before,  and  Mahaffy's  Social  Life  in 
Greece. 


142  ORGANIC  EDUCATION. 

1.  THE  STORY. 

Children's  games  (skipping  shells,  leap-frog, 
rolling  the  hoop,  running  races,  playing  ball), 
Olympian  games,  entertainments  in  the  amphi- 
theatre, the  market,  the  baths,  feasts,  (guests,  how 
seated,  dressed,  entertained). 

The  ideal  of  friendship  for  this  period  is  embodied  in 
the  story  of  Damon  and  Pythias,  and  the  ideal  for  the 
spirit  of  the  Olympian  games  is  the  couplet: 

"Not  hate,  but  glory,  made  those  chiefs  contend, 
And  each  brave  foe  was  in  his  soul  a  friend." 

Descriptions  of  the  entertainment  of  Ulysses  in  various 
places  should  be  read  from  the  Odyssey. 

The  social  life  of  Cleon's  age  is  compared  with 
our  own  and  with  that  of  Darius,  Kablu,  and 
Hiawatha  as  to  the  forms  which  it  takes,  its  games, 
customs,  its  ideas  of  hospitality,  etc.  The  children 
compare  their  friendships  with  that  of  Damon  and 
Pythias.  They  compare  their  own  games  with 
those  of  the  Greeks,  then  social  customs. 

The  old  Greek  practice  of  "  guest  friendship  "  should  be 
compared  with  our  customs. 

The  Greek  way  of  rneasaring  time  by  Olympiads  should 
be  emphasized,  as  showing  how  much  more  important  they 
considered  athletic  contests  than  we  do  now.  (The  relation 
of  the  Olympian  games  to  religion  should  be  shown.) 

2.  MEASURE. 

The  children  estimate  the  number  required  for 
different  modern  games.  They  count  up  how 


OUTLINES.  143 

much  it  costs  to  give  a  party,  the  number  of  people 
needed  to  help  furnish  the  food,  clothing,  etc.,  and 
the  time  necessary  to  prepare  for  it.  They  find  out 
also  how  much  a  party-dress  or  a  suit  of  clothes 
will  cost. 

In  discussing  the  preparations  for  a  party,  party  man- 
ners and  spirit  should  be  emphasized,  and  the  children  led 
to  feel  the  obligation  of  a  host  or  hostess  to  make  the 
guests  have  a  pleasant  time,  forgetting  his  or  her  personal 
preferences.  What  the  guests  should  do  to  help  the  host 
or  hostess,  and  to  make  a  good  time  for  everybody,  may 
also  be  discussed,  and  the  children's  ideas  brought  out. 
They  may  be  asked  to  think  about  what  makes  a  good 
party,  and  assisted,  if  necessary,  to  the  idea  of  co-opera- 
tion. The  various  games  may  be  discussed  in  like  manner 
and  the  same  idea  disclosed. 

The  children  determine  the  seasons  for  playing 
various  games,  and  decide  why  each  season  is 
appropriate  to  the  games  played  then.  In  connec- 
tion with  the  music  at  Greek  feasts,  they  measure 
the  length  and  comparative  size  of  strings  and 
pipes  in  different  musical  instruments. 

4.  EXPRESSION. 

The  children  "act  out"  the  Greek  children's 
games,  the  Olympian  games,  and  feast  at  the  house 
of  Cleon.  They  tell  and  write  the  stories  of  these 
events,  illustrating  them  with  pictures  and  models. 
They  make  an  Aeolian  harp  in  a  window  of  the 
school-room,  a  lyre  and  a  whistle  (in  lieu  of  a 
flute).  They  make  chariots,  draw  or  cut  pictures 


144  ORGANIC  EDUCATION. 

to  represent  games  and  processions.  They  act  out. 
stories  they  have  learned.  They  tell  or  act  out 
stories  of  their  own.  They  copy  pictures  showing 
social  life  as  found  on  vases,  in  Flaxman's  pictures 
and  others  (those  in  simple  outlines),  then  make 
drawings  showing  pictures  of  modern  social  life. 

VII.     INDUSTRIAL  LIFE. 

References  as  before. 

1.  THE  STORY. 

Agriculture,  sheep-raising,  spinning,  weaving, 
coloring,  quarrying,  metal- working  (armor),  build- 
ing, making  chariots,  pottery,  sculpture,  painting. 

Ideal  pictures  of  the  occupations  of  the  time  are  found  in  : 
The  Iliad  :    The  description  of  the  pictures  on  the  shield 

of  Achilles. 

The  Odyssey :     The  story  of  Nausicaa  (occupations  in 

her  father's  palace).     Penelope's  weaving.     The  father  of 

Ulysses  in  his  garden. 

2.  COMPARISON. 

The  children  compare  the  industries,  inventions 
and  methods  of  exchange  of  Cleon's  age  with 
those  of  Hiawatha's,  Kablu's,  Darius',  and  our 
own.  They  find  out  what  industries  are  repre- 
sented in  the  school-room  and  what  at  home. 

3.  MEASURE. 

The. contents  of  .amphorae  are  estimated.  Greek 
and  American  money  studied.  All  articles  made 
in  the  expression  work  are  exactly  proportioned. 


OUTLINES.  145 

4.  EXPRESSION. 

The  children  make  models  of  and  draw  armor, 
vases,  columns,  and  lamps.  They  describe  or  pic- 
ture the  different  industries  they  are  familiar  with 
and  name  the  tools,  'implements  and  standards 
employed. 

Read  :  Ulysses  at  the  palace  of  Alcinons,  from  Bryant's, 
Butcher  and  Lang's,  or  Palmer's  translation  of  the  Odyssey. 

VIII.     THE  CHURCH. 

References  as  before  and  Owen  Jones'  Grammar  of 
Ornament. 

1.  THE  STORY. 

Religious  processions  and  ceremonies  in  the 
temples.  The  Parthenon.  The  Oracles.  Worship 
of  nature;  nymphs,  dryads,  naiads,  etc.  Accounts 
of  some  of  the  gods  and  goddesses,  showing  pic- 
tures and  statues.  Worship  at  home. 

The  Parthenon  should  be  made  the  subject  of  especial 
study,  its  position  on  the  Acropolis  noted,  and  pictures 
shown  of  its  exterior  and  interior,  of  its  statuary,  etc.  In 
connection  with  the  study  of  the  temples,  the  work  of 
Phidias  should  be  studied. 

2.  COMPARISON. 

Such  questions  as  the  following  may  be  asked: 

What  did  the  Greeks  worship?  Why?  Did  it 
make  them  better? 

What  do  we  worship?     Does  it  make  us  better? 

Do  we  worship  in  temples?  In  what?  When? 
In  our  homes? 

19 


1 40  ORGA  NIC  ED  UCA  TION. 

Is  Sunday  the  only  day  to  worship  and  be  good? 

3.  MEASURE. 

From  the  real  dimensions  of  temples,  columns, 
statues,  etc.,  problems  are  made  by  the  teacher. 
The  children  compare  the  Parthenon  as  to  size, 
proportion,  etc.,  with  some  well  known  church  of 
their  own  city. 

4.  EXPRESSION. 

The  children  make  the  Parthenon  with  blocks 
or  other  material.  They  make  drawings  of  it. 
They  draw  columns  of  the  different  orders,  statues, 
and  ornamental  designs.  They  paint  designs  in 
typical  Greek  colors,  and  reproduce  them  by  means 
of  tablets,  sticks,  and  rings. 

REFERENCE  BOOKS. 

Jane  Andrews.     Ten  Boys. 
Blumner.     Home  Life  of  the  Ancient  Greeks. 
Smith.     Dictionary  of  Greek  and  Roman  Antiquities. 
Guhl  and  Koliner.     Greeks  and  Romans. 
Wilkinson.     Preparatory  and  College  Greek  Course  in 
English. 

Bryant.     Translation  of  the  Iliad  and  Odyssey. 

Bulfinch.     Age  of  Fable. 

Gayley.     Classic  Myths. 

Guerber.     Myths  of  Greece  and  Rome. 

Hawthorne.     Wonder  Book. 

Hawthorne.     Tanglewood  Tales. 

Adler.     Moral  Instruction  of  Children. 

Morgan.     Ancient  Society  of  Greece. 

Lubke.     History  of  Art. 

Ferguson.     History  of  Art. 

Pausanias.     Description  of  Greece. 


OUTLIXKX.  147 

Harrison.     Mythology  and  Monuments  of  Ancient  Ath- 
ens. 

Mahaffy.     Social  Life  in  Greece. 

Mahaffy.     Rambles  and  Studies  in  Greece. 

Mahaffy.     Greek  Education. 

Mahaffy.     A  History  of  Greek  Literature. 

Perrot  and  Chipiez.     History  of  Art. 

Schomann.     The  Antiquities  of  Greece. 

Lloyd's  Age  of  Pericles. 

Plutarch's  Lives. 

Becker.     Charicles. 

Reber.     History  of  Ancient  Art. 

Von  Falke.     History  of  Art. 

Winklemann.     History  of  Ancient  Art. 

Gardner  and  Jevons.     Manual  of  Greek  Antiquities. 

Gardner.     New  Chapters  in  Greek  History. 

Baldwin.     Old  Greek  Stories. 

Baldwin.     Stories  of  the  Golden  Age. 

Lamb.     Adventures  of  Ulysses. 

Harrison.     Stories  from  Homer. 

Church.     Stories  from  Homer. 

Church.     Stories  from  the  Greek  Tragedians. 

Church.     Stories  from  the  Greek  Comedians. 

Church.     Greek  Life  and  Story. 

Church.    Three  Greek  Children. 

Montgomery.    Tales  of  Ancient  Troy. 

Stewart.     Antiquities  of  Athens. 

T.  D.  Sherman.     Little  Folk  Lyrics. 

Jacobs.    The  Book  of  V\ronder  Voyages. 

ADDITIONAL  PICTURES  AND  STATUARY. 

Antinous  (Capitol,  Rome). 

Quoit  Thrower.     Myron. 

Armore  Greco  (Vatican). 

Coomans.     Painting,  Sculpture,  Music,  Poetry. 

Flaxman.     Illustrations  of  the  Iliad  and  Odyssey, 

Infant  Hercules  (Berlin). 


148  ORGANIC  EDUCATION. 

Nike  (from  Samothrace,  Louvre). 

Nike  of  Paionios  Olympia. 

Nike  (National  Museum,  Naples). 

Narcissus  (National  Museum,  Naples). 

Clytie  (British  Museum). 

Ganymede.     Thorvvaldsen. 

Ganymede  and  Hebe.     Crawford  (Boston  Museum). 

Psyche.     Bates. 

HORATIUS  THE  ROMAN  BOY. 
Grade   A  2. 

Ages  of  children,  eight  to  nine  years. 
A.       ANALYSIS    OF    CHARACTER. 

The  facile,  impressionable,  unstable  Greek  char- 
acter has  become  sobered,  steadied,  and  somewhat 
materialized  in  this  grade.  The  teacher  will  find 
the  characters  of  the  children  beginning  to  "  set " 
somewhat.  They  are  more  self-determined  than 
before,  and  the  instinct  for  domination  is  strong. 
The  careless  tossings  and  drif  tings  of  the  Greek 
period  have  brought  the  individual  into  contact 
with  the  law  of  nature  and  of  society.  As  he  has 
grown,  through  experience,  familiar  with  these 
laws,  he  has  come,  little  by  little,  to  realize  the 
power  to  be  gained  by  alliance  with  them.  Power, 
ability,  success,  become  his  ideals,  displacing  to 
some  extent  the  ideal  of  beauty.  He  submits  to 
law  as  the  embodiment  of  power,  is  obedient  to 
authority,  and  overbearing  to  those  weaker  than 
himself.  He  is  intensely  patriotic.  He  is  ambi- 
tious to  impress  himself  in  some  way  upon  others, 
usually  by  some  deed  of  heroism.  Or  his  ambi- 


OUTLINES.  149 

tion  may  assume  a  somewhat  more  utilitarian 
form,  and  be  may  think  and  talk  about  being  rich 
or  politically  powerful.  But  in  some  form  or 
other,  his  ideals  will  be  of  mastery,  domination, 
success. 

B.       ETHICAL    IDEALS. 

These  first  strong  stirrings  of  the  natural  in- 
stincts for  power,  are  not  by  any  means  to  be 
repressed  by  the  teacher ;  but  all  the  work  of  the 
grade  is  designed  to  stimulate  and  make  them 
more  intelligent,  hence  more  effective.  The  child 
learnsHhat  success  depends  upon  individual  effort 
not  more  than  upon  an  alliance  with  law  and 
co-operation  with  others,  so  that  he  becomes  law- 
abiding,  and  unwilling  to  oppress  others  though 
he  is  strong  enough  to  do  so.  Order  and  system, 
manliness,  self-control,  and  honor,  individual  re- 
sponsibility and  patriotism  are  conceptions  which 
will  repay  especial  cultivation  at  this  point,  as  the 
soil  is  ready  for  them  and  all  conditions  are  favor- 
able. Tales  of  heroism  in  its  larger  and  more 
picturesque  manifestations,  should  be  freejy  used, 
to  enlarge  the  children's  ideas  of  what  success 
really  means.  They  will  hardly  be  able  at  this 
stage  to  appreciate  the  quality  in  its  finer  and 
more  obscure  aspects;  but  such  heroes  as  Hora- 
tius  and  Curtius,  will  appeal  to  them  strongly.  The 
central  idea  for  this  grade  is  "Power  Through 
Law."  Honesty,  helpfulness  and  patriotism  are 
terms  by  which  the  children  may  grasp  the  idea. 

The   stories  of   Roman  heroes  should  be   freely 


150  ORGANIC  EDUCATION. 

used  for  their  ethical  bearings;  for  patriotism, 
those  of  Horatius,  Curtius,  and  Regulus;  for 
personal  integrity  and  regard  for  law,  as  positive 
instances,  Regulus,  Fabricius,  Brutus  the  first 
consul  and  the  consul  Manlius  who  ordered  his 
son  to  be  beheaded  for  a  violation  of  the  law ;  as  a 
negative  instance,  Tarpeia.  Caesar  may  be  used  as 
the  ideal  of  military  glory.  These  ideals  should 
be  shown  as  (a)  embodied  in  Roman  art,  as  in  the 
Relief  of  Curtius  in  the  Villa  Borghese,  and  (b) 
embodied  in  modern  art,  as  in  Flaxman's  pictures 
in  Church's  "Stories  of  Ovid"  and  Longfellow's 
"  Legend  Beautiful." 

READ:     Macaulay's  Horatius. 

SING  :     America.  , 

Photographs  of  the  Tarpeian  Rock,  Forum,  and 
other  places  mentioned  should  be  shown. 

Such  questions  as  the  following  may  be  asked : 

Have  we  ever  had  anyone  in  our  country  as  brave  as 
Horatius  who  kept  the  bridge?  A  man  with  as  high  a 
regard  for  law  as  Brutus?  A  man  who  was  strong  enough 
to  do  what  was  best  for  the  country  without  regard  to 
what  would  happen  to  him,  like  Regulus? 

(Tell  stories  from  American  History.) 

Are  you  trying  as  hard  as  Horatius  to  be  brave  and  to 
become  a  good  citizen  ? 

Would  you  make  a  good  soldier? 

Why  do  we  need  soldiers? 

Do  we  need  them  now?    Why? 

Do  soldiers  ever  fight  things  instead  of  people  ? 

What  shows  how  brave  you  are  ? 


OUTLINES.  151 

Are  you  bravest  alone  or  with  someone? 

What,  kinds  of  bravery  are  there? 

Will  you  ever  make  a  good  citizen?  Why?  How  are 
you  preparing? 

Is  it  just  as  well  to  wait  until  you  grow  up? 

Can  you  walk  as  a  soldier  does?  Endure?  Control 
yourself  ? 

I.     APPEARANCE. 
1.  THE  STORY. 

The  head  of  the  young  Augustus  should  be  used 
to  show  the  ideal  Roman  type  of  face.  This  may  be 
supplemented  by  the  description  of  Horatius  in 
Ten  Boys. 

The  dignity,  firmness,  self-control  and  nobility 
shown  in  the  face  of  the  young  Augustus  should 
be  noted ;  and  the  connection  shown  between  the 
typical  Roman  face  and  the  Roman  life  and  char- 
acter. 

As  the  Romans  had  many  portrait-statues,  pictures  of 
their  great  men  may  be  shown  the  children.  As  the  ideal- 
historic  representation  of  a  later  period  the  Antinous  may 
be  used. 

The  baths, of  Caracalla  ancj.  others  are  studied, 
and  the  matter  of  cleanliness  and  the  training  of 
the  body  discussed.  The  teacher  tells  the  children 
something  about  the  difference  between  the  golden 
age  of  Rome,  and  the  time  when  it  fell,  and  as- 
signs as  the  great  reason  for  this  difference  the 
prevalent  gluttony  and  wrong  living  at  the  lat- 
ter time,  resulting  in  loss  of  military  vigor.  The 
relation  of  one's  habit  of  life  to  health  and  strength 


i 
152  ORGANIC  EDUCATION. 

is  discussed,  with  emphasis  upon  temperance  and 
self-control.  The  children  study  the  hair  and  the 
nails,  with  reference  to  the  care  of  them. 

2.  COMPARISON. 

The  face  of  the  young  Augustus  should  be  com- 
pared with  those  of  Cleon,  of  Darius,  Kahlu  and 
Hiawatha,  to  bring  out  the  differences. 

3.  MEASURE. 

Roman  ways  of  measuring  time  are  learned 
and  compared  with  our  own.  The  meaning  of 
our  names  for  months  is  learned.  Measuring  the 
growth  of  the  body  at  regular  intervals  should  be 
continued  in  this  grade. 

4.  EXPRESSION. 

Military  exercises.  Practice  in  the  carriage  of 
the  body,  pose,  gesture,  facial  expression.  Draw- 
ings of  the  children  in  characteristic  pose.  The 
children  learn  to  express  numbers  by  the  Roman 
notation  as  well  as  in  the  Arabic. 

In  this  connection  read  Longfellow's  The  Poet's  Cal- 
endar, and  the  description  of  the  Procession  of  the  Hours 
in  Scene  IV  of  Shelley's  Prometheus  Unbound,  also 
PhcGton  in  Ovid's  Metamorphoses. 

Show  also  the  pictures  of  Raphael's  Hours  and  Days 
of  the  Week;  and  Guido  Keiii's  Aurora. 

SING  :  Hail  to  the  Hero. 

II.     CLOTHING. 
1.  THE  STORY. 

Clothing  proper  to  certain  ages,  ranks,  occupa- 
tions. Adaptation  to  environment  and  habits  of 


life.  Ornaments  and  decorations,  arm.s  and  im- 
plements of  war;  precious  stones  known  then  and 
now. 

The  ideal  of  the  time  shown  in  the  portrait 
statues.  Ideal  costume  as  shown  by  an  artist  of 
later  time,  as.  for  example,  by  Le  Iloux,  School  of 
the  Vestal  Virgins  and  The  Vestal  Tuccia. 

Study  of  cotton,  ivory,  shell-fish,  cochineal,  and 
rock-lichen  (source  of  purple  dye)  as  sources  of 
material  used  in  connection  with  making  clothing. 

Wool  and  flax,  having  been  studied  in  grades  below,  are 
not  studied  here.  The  children  should  learn  the  processes 
of  manufacture,  occupations  and  inventions,  growing  out 
of  the  study  of  clothing.  Felt  and  leather  should  be  stud- 
ied here.  In  connection  with  the  process  of  dyeing  there 
should  be  a  study  of  complementary  colors. 

2.  COMPARISON. 

The  clothing  of  Horatius  is  compared  with  that 
of  the  periods  previously  studied  and  with  that  of 
the  present  (is  to  design,  comfort,  material,  color, 
difficulty  in  obtaining  material,  making,  trimming, 
durability,  cleanliness,  extent  of  wardrobe,  its 
relation  to  the  climate,  to  the  environment,  its 
asthetic  quality,  (compare  pictures  of  Roman  cos- 
tumes with  fashion  book  of  the  present.)  The 
machinery  used  and  the  division  of  labor.  What 
were  the  standards  of  measuring  then?  What 
now? 

What  obstacles  were  overcome  then?  What 
since?  Inventions  used  then  and  now?  What 

20 


154  ORGANIC  EDUCATION. 

provision    is    made    for    the  clothing   of  animals? 
How  do  we  take  advantage  of  it? 

3.  MEASURE. 

Problems  are  made  and  economic  conclusions 
drawn  from  the  comparison  of  different  facts 
brought  in  by  the  children  as  to  their  own  cloth- 
ing; the  amount  of  material  and  trimmings,  how 
measured;  the  cost  of  garments  of  different  ma- 
terial (compare  in  cost  and  length  of  time  worn); 
time  given  to  making  and  mending;  cost  of  ready- 
made  and  home-made  garments.  The  children 
learn  the  origin  of  the  standards  used  by  the 
Romans  which  correspond  most  nearly  with  our 
inch,  foot,  and  yard.  They  study  the  dollar  as 
made  up  of  cents,  and  the  gross.  The  relation  of 
price  to  quality  of  material  should  be  noted  and 
practical  suggestions  made  on  buying. 

4.  EXPRESSION. 

Describe,  draw,  paint,  cut  and  sew  garments 
like  those  of  Horatius'  time  and  of  the  present, 
measuring  everything  made.  Design  decorations 
for  the  garments  in  flax,  wheat,  sticks,  rings,  etc., 
and  by  drawing  and  painting.  Dress  dolls  for 
Horatius,  his  sister  and  a  boy  and  girl  of  the  pres- 
ent time.  Draw  or  make  the  implements  used  in 
the  different  processes  studied.  Draw  or  describe 
the  sequences  of  the  processes.  Put  in  the  scrap 
book  pictures  of  machinery  used  now  for  these 
processes,  pictures  showing  clothing  at  the  time  of 


OUTLINES.  155 

Honitius  and  some  cut  from  fashion  magazines  of 
the  present  time. 

READ: 

Lovejoy,  Nature  in  Verse ;  Susie  E.  Kennedy,  Miss 
Willow. 

Whittier's  Child-Life  in  Poetry,  October  had  a  Party 
and  Jack  in  the  Pulpit. 

Miss  Palmer,  Miss  Snowflake's  Party. 

SING: 

A  Million  Little  Diamonds,  St.  Nicholas  Song  Book. 

III.     HOME. 

1.  THE  STORY. 

The  home  should  be  considered  under  three 
heads  :  (1)  Environment,  (a)  Physical,  (b)  Artificial. 
(2)  The  House,  (a)  Structure,  (b)  Furniture,  etc.,  (c) 
Food.  (3)  Family  Life. 

(1)  ENVIRONMENT. 
(a)  Physical. 

The  following  points  should  be  noted :  The 
mountains,  plains,  Tiber,  seven  hills,  climate,  heat 
of  sun  at  midday,  length  of  days  of  different  sea- 
sons, changes  in  temperature  for  different  seasons; 
kinds  of  soil,  uses;  minerals:  marble,  tufa,  clay, 
salt,  sulphur;  animals:  wolf,  eagle,  goat,  dog, 
shells,  corals ;  plants:  chestnut,  poplar,  oak,  laurel, 
ivy,  clematis,  daffodil,  poppy,  violet,  trefoil ;  heav- 
enly bodies. 

Pliny's  letter  to  Domitius  Apolinarus  (Epistle  v. 


J  56  ORGANIC  ED  VGA  TION. 

6)  describes  the  physical  environment  of  his  Tus- 
can Villa. 

READ  : 

Longfellow,  Fiftieth  Birthday  of  Agassiz. 
Jane  Tnylor,  The  Violet. 

(b)  Artificial. 

Pictures  should  be  shown  of  Ancient  Rome  and 
the  Rome  of  to-day.  The  following  points  maybe 
noted  :  Plan  of  the  city  (general  features) ;  Forum  : 
golden  milestone,  Basilika  Julia;  Temples  of  Sat- 
urn, Castor  and  Pollux,  Vesta;  Tablinium,  Arch 
of  Septimus  Severus,  Rostrum,  Sacred.  Way, Caesar's 
Portico,  Senate  House,  Colosseum,  Arches  of  Con- 
stantine  and  Titus,  Appian  Way,  Baths  of  Cara- 
calla,  Mamertine  Prison,  Cloaca  Maxima,  Tarpeian 
Rock,  Palatine  Hill,  aqueducts,  fountains. 

(2)  THE  HOUSE. 

(a)  Structure. 

The  ideal  historical  structure  may  be  shown  by 
the  description  of  Pliny's  Laurentian  Villa  or  by 
descriptions  or  pictures  of  Pompeian  houses. 

Plan  of  a  house,  portico,  peristyle,  atrium,  hearth, 
etc.  Adaptation  of  house  to  environment,  climate, 
life  of  the  people;  beauty  of  the  whole  and  of 
parts;  provision  for  light,  heat,  air,  water,  cleanli- 
ness, rest. 

(b)  Furniture  and  Utensils. 

Beds,  couches,  seats,  tables,  chests,  cabinets, 
lamps,  tableware,  sun  dials,  hour  glasses  (hours  of 


OUTLINES.  157 

different  lengths  at  different  times  of  the  year), 
table-cloths  and  napkins,  lights.  Trace  Greek  in- 
fluence on  Roman  in  regard  to  furniture,  etc.  Try 
to  have  the  children  distinguish  different  typical 
shapes  of  furniture  and  dishes. 

(c)  Food. 

The  ideal  in  literature  may  be  found  in  the  story 
of  Ceres,  the  ideal-historical  in  Pliny's  letter.  Se- 
lected lines  from  Horace  containing  a  description 
of  a  Roman  dinner. 

The  staple  foods.  Number  and  time  of  meals. 
Number  of  courses  and  varieties  of  food  used  at 
dinner.  Religious  features. 

(3)  FAMILY  LIFE. 

An  ideal  of  family  ties  as  embodied  in  literature 
is  Virgil's  description  of  Aeneas  taking  his  father 
from  Troy.  For  an  ideal-historical  presentation, 
Cornelia  and  her  jewels  and  the  story  of  Virginia 
may  be  used.  Showing  the  ideal  of  the  present 
Longfellow's  Children's  Hour,  or  Eugene  Field's 
poems  for  children  and  Alice  Carey's  An  Order 
for  Picture,  stories  from  Felix  Adler's  Moral  In- 
struction of  Children,  may  be  used. 

Family  and  individual  names.  The  pride  of  the 
family.  Training  given  by  the  mother  at  home. 
Later  education  also  often  at  home.  Subordina- 
tion of  children.  Filial  love  and  honor. 

Compare  the  Roman  House  as  to  its  general 
plan,  material  and  beauty,  provision  for  light, 


158  ORGA  NIC  ED  VGA  TION. 

heat,  air,  cleanliness,  rest,  and  water,  with  the 
homes  of  the  children  in  school,  and  also  with  the 
home  of  Cleon  and  others  of  previous  periods. 
Compare  atrium,  tabliniurn,  peristylium  with 
rooms  of  the  present  time  that  correspond  to  these. 
Try  to  have  the  children  form  a  conception  of  a 
typical  Roman  house  and  see  something  of  the 
reason  for  its  plan  in  the  life  and  environment  of 
the  people.  Then  show  how  ours  are  adapted  to 
our  life  and  environment.  Many  beautiful  features 
of  the  Roman  house  have  been  adopted  by  us  in  a 
modified  form :  Roof  gardens,  doors,  flooring 
(bricks,  tiles,  stones,  mosaics).  See  J.  H.  Parker 
on  Mosaics. 

Compare  the  furniture  and  utensils  used  by  the 
Romans  with  those  both  of  earlier  times  and  of  the 
present.  Trace  the  influence  of  the  Greek  upon 
the  Roman.  Typical  shapes  should  be  presented 
till  the  origin  can  be  distinguished. 

Some  of  the  most  important  principles  of  art  may  be 
learned  here,  such  for  instance,  as  symmetry,  proportion, 
and  repose. 

2.  COMPARISON. 

Compare  the  different  kinds  of  food  and  the 
manner  of  serving  used,  both  in  the  Roman  period 
and  now.  Compare  city  life  with  farm  life  that 
children  may  know  the  sources  of  supply  of  some 
of  the  most  important  articles  of  food. 

Compare  the  amphitheatres  of  the  Greeks  with 
the  Colosseum,  Circus  Maximus  and  amphitheatres 


OUTLINES.  159 

of  Romans.  Compare  with  our  theatres.  Temple 
of  Saturn  with  our  banks.  Where  was  their  post- 
office?  Compare  Roman  Forum,  Greek  Agora, 
and  our  markets.  Compare  Roman  bridges,  roads, 
and  mile  stones  with  ours.  Palaces  and  our  houses, 
fountains,  monuments,  parks ;  Senate  and  Council 
Chamber,  aqueducts  and  water  mains — force  from 
slope  and  force  from  machinery ;  Tiber  with  local 
rivers,  breadth,  color  of  water,  banks,  motion  of 
water,  where  the  water  comes  from,  where  it  goes. 
Kinds  of  soil,  sand,  gravel,  clay,  loam.  Uses  :  uses  of 
tufa  and  clay  at  Rome.  Common  trees  found  here. 
Did  they  have  stores,  banks,  postoffices?  Their 
use?  Compare  means  of  communication  then  and 
now.  How  did  the  Romans  send  letters?  What 
have  we  that  they  had  not?  Roman  wall  bounded 
Rome  ;  what  wall  bounds  your  city?  What  bounds 
the  school? 

Compare  your  nearest  river  with  the  Tiber,  com- 
pare sources  (lake  and  spring).  Could  there  be  an 
island  as  large  as  Belle  Isle  in  the  Tiber?  Com- 
pare hills  of  Rome  with  the  surroundings  of  Detroit. 
Climate  and  winds.  Kinds  of  soil  the  children  see 
compared  with  tufa,  etc.,  its  use.  Compare  trees, 
vegetables,  animals,  minerals.  Compare  the  way 
the  Romans  used  rivers  and  hills,  with  our  use  of 
river  and  structure  of  land.  Uses  of  the  land 
around  Rome;  products,  effects  of  climate.  Value 
of  position  on  the  river  and  on  the  hills  for  these 
products.  Compare  products,  etc.,  with  ours. 
Compare  overflow  of  Tiber  and  results  with  meas- 


160  ORGANIC  EDUCATION. 

ures  taken  to  prevent  overflow  here.  Use  of  sewers. 
Why  a  difference  in  the  trees?  (Relation  of  cli- 
mate to  animal  and  vegetable  life  shown.) 

3.  MEASURE. 

The  children  study  the  square  yard,  the  rod  and 
the  square  rod.  They  begin  the  study  of  the  mile. 
They  find  the  distance  from  the  school-building  of 
the  market,  nearest  opera  house,  city  hall,  soldier's 
monument,  Belle  Isle,  nearest  churches,  prison, 
river.  Perimeter  of  block,  of  cellars,  yard,  width 
of  street;  number  of  days,  bright,  cloudy,  or  rainy, 
in  a  month;  length  of  hill,  shadows  at  different 
times  of  the  day  and  on  different  days;  growth  of 
birds,  plants,  vines,  vegetables ;  amount  of  food 
produced  on  home  trees,  relation  of  trees  to  insects, 
of  food  consumed  by  different  animals  at  child- 
ren's homes,  number  of  stores  of  different  kinds 
within  the  immediate  neighborhood,  time  between 
street  cars,  time  for  street  cars  to  go  one  mile. 
Perimeter  of  library  block  (triangle).  Hours  stores 
are  open,  number  of  people  employed  in  stores 
and  for  delivery  wagons.  Compare  the  size  of  the 
colosseum  with  that  of  the  auditorium,  length  of 
Roman  aqueducts  with  city  water  mains,  the  foun- 
tain of  Trevi  with  the  fountain  in  Grand  Circus 
Park,  length  of  time  the  paving  of  a  Roman  street 
has  lasted  with  the  time  since  ours  has  been  laid, 
size  of  Roman  chariots  with  our  carriages.  Esti- 
mate the 'cost  of  keeping  certain  pets,  of  entertain- 
ments the  children  have  recently  attended.  How 


OUTLINES.  161 

long  must  a  newsboy  work  to  buy  .a  ticket  to  some 
entertainment?  To  go  to  Belle  Isle?  Why  does 
it  cost  money?  How  many  people  minister  to 
your  pleasure  if  you  go  to  the  island?  To  other 
places  for  pleasure?  To  procure  food?  How  many 
people  take  care  of  parks?  Street  cars?  (Select 
other  things  from  the  experience  of  the  children.) 
How  many  children  in  a  given  block?  How  many 
families?  How  do  they  need  to  co-operate  in  the 
winter?  In  other  seasons?  What  can  they  enjoy 
together?  What  causes  suffering  among  them? 
(One  of  the  strong  teaching  points  in  this  period  is 
the  amount  that  is  accomplished  by  system,  order, 
and  co-operation.  Through  the  measuring  this 
can  be  brought  home  to  the  children.)  Show  how, 
through  co-operation,  measurement  and  inventions, 
distance  is  not  such  an  obstacle  as  it  used  to  be, 
and  how  there  is  more  freedom. 

The  children  bring  in  number-facts  in  regard  to 
their  own  homes.  Kind,  number,  and  size  of 
rooms;  cost  of  different  materials,  of  window 
glass,  of  stair-ways,  tiling,  papering,  painting,  of 
providing  bath  rooms,  arrangements  for  heating, 
lighting,  water.  Compare  the  cost  of  the  public 
baths  in  Rome  with  the  present,  of  beautiful  floors 
then  and  now.  Second  story  of  house  built  be- 
cause of  increase  in  value  of  land.  Compare 
dimensions,  of  Greek,  Roman,  and  present  day 
houses;  also  the  number  of  rooms.  Cost  of  fur- 
niture of  different  kinds  and  grades.  How  pur- 
chased or  measured?  Why  differences  in  the 
•21 


102  ORGANIC  EDUCATION. 

cost?  Sequence  and  source  of  some  article  of 
furniture  or  of  some  utensil  to  show  the  number  of 
people  required,  the  difficulty  of  obtaining,  num- 
ber Of  progressive  steps,  hours  of  labor,  use  of 
machinery,  number  of  industries,  place  where  they 
are  carried  on,  distance  manufacturer  are  car- 
ried. Make  the  model  house  and  furniture  to 
measurements.  Observe  proportion  between  size 
of  house  and  furniture.  Measure  size  of 
house,  of  rooms,  of  yard.  Find  area  and  peri- 
meter. Measure  by  comparison  different  kinds  of 
lights,  candle,  kerosene,  gas,  electricity. 

Have  the  children  bring  the  facts  on  length  of 
time  it  takes  to  cook  different  kinds  of  food;  the 
amounts  necessary  for  a  meal  for  a  certain  number 
of  people;  the  cost  of  food  of  different  kinds, 
how  measured  and  sold  (they  use  the  bushel, 
pound,  ounce,  and  cubic  inch  as  measures);  from 
what  stores  obtainable,  etc.  Length  of  time  re- 
quired for  producing,  procuring,  preserving;  what 
preparation  is  necessary  before  serving;  cost  in 
money,  time,  and  strength;  utensils  required. 
Capacity,  durability,  and  cost  of  kitchen  utensils, 
and  those  of  farming. 

Of  course  these  lines  of  suggestions  cannot  all  be  fol- 
lowed out.  The  teacher  must  select  such  as  she  deems 
most  profitable. 

(b)   Science  Study. 

Many  subjects  for  science-study,  found  under  the  head 
of  Physical  Environment,  will  not  be  repeated  here. 


OUTLINE*.  1<5S 

Study  of  water-supply,  science  of  piping.  .  Se- 
quence of  brick-work,  of  material: used  for-mosaic 
floors,  curtains,  etc.  Study  the  ivy,  the  poppy  and 
the  violet.  Study  petroleum,  (lighting)  and  mica 
(windows).  In  connection  with  the  midday  siesta 
of  the  Romans,  study  the  daily  motion  of  the  sun, 
shadows,  variation  of  heat  at  different  parts  of  the 
day;  length  of  days  at  different  seasons.  Study 
the  changes  in  structure  and  life  of  one  ;  ani- 
mal and  one  plant,  as  due  to  climate,  and  the 
change  in  life,  animal  and  vegetable,  at  different 
seasons. 

General  study  of  the  use  of  foods ;  kinds  of 
foods ;  animal,  vegetable,  and  mineral.  Kinds  of 
food  used  by  the  Romans  compared  with  ours. 
Why  is  there  a  difference?  Study  of  the  stomach. 
Relation  of  food  to  health.  Let  the  teacher  give 
the  facts  of  the  proportion  of  elements  in  different 
foods  (experiments).  Evaporation  in  cooking  and 
elsewhere. 

The  various  foods  used  by  the  Romans  are 
studied  in  sequence  of  growth,  preparation,  etc. 
Wheat-process  of  cultivation,  tools  and  implements. 
Preparation  of  bread— private  and  public  guilds. 
Cakes,  pastry  and*  confectionery.  Vegetables: 
beans,  peas,  lentils,  cabbages,  beets,  turnips,  rad- 
ishes, carrots,  asparagus,  onions,  melons,  cucum- 
bers, lettuce,  mustard,  mint.  Gardens,  when  and 
how  made?  What  raised?  Fruits:  apples,  pears, 
plums,  quinces,  olives,  grapes.  Make  a  study  of 
one  of  each  class.  Show  what  the  part  valuable  to 


164  ORGANIC  EDUCATION. 

us  means  to  the  plant.  Study  under  sequence  of 
life  history.  Select  those  best  for  the  season  in 
which  the  work  is  being  carried  on.  Meats: 
domestic  fowls  and  game.  Compare  with  those 
used  in  former  periods.  Study  salt.  Care  of 
horses,  cows,  sheep;  our  treatment  of  them. 

4.  EXPRESSION. 

Model  in  clay  the  physical  environment  of  Rome, 
showing  the  seven  hills,  the  Tiber,  etc.  In  the  same 
way,  show  the  physical  environment  of  Detroit. 
Model  or  draw  the  Colosseum.  Model  arches, 
columns,  etc.,  in  their  proper  proportions.  Draw 
to  a  scale  the  block  in  which  the  school-house 
stands,  also  a  business  block  in  the  city.  Put  in 
houses,  stores,  vacant  lots,  and  buildings  of  differ- 
ent kinds.  Indicate  by  coloring  or  otherwise  the 
proportion  of  dwelling  houses  in  the  block  to 
places  of  business,  and.  also  the  proportion  of  dif- 
ferent kinds  of  business.  Make  drawings  of  build- 
ings, monuments,  arches  of  Rome  and  Detroit. 
Make  pictures  to  show  scenes  in  both  cities ;  to  show 
the  children's  own  experiences  in  the  city ;  to  show 
a  sequence  of  experiences  in  starting  from  home 
and  going  by  boat  or  street  cars  and  bridge  to  Belle 
Isle,  experiences  there,  and  return.  Picture  occu- 
pations seen  on  the  way. 

The  children  make  a  typical  Roman  house  com- 
plete with  windows  of  mica,  window-shutters, 
furniture,  etc. 

They    also   construct    a  .modern    house.      They 


OUTLINES.  165 

draw  the  ground  plans  of  these  and  also  one  of  the 
school-room  to  a  given  scale.  They  describe  these 
plans  using  cardinal  points.  They  learn  some  of 
the  more  common  Latin  words  used  in  connection 
with  the  study  of  the  house,  and  other  words  em- 
bodied in  our  language  easily  understood  by  the 
children.  They  copy  beautiful  designs  of  furni- 
ture, both  Roman  and  modern.  They  draw  and 
make  utensils  of  different  kinds. 

They  paint,  draw,  and  mould  objects  used  for 
food.  They  play  having  meals  of  different  kinds, 
showing  arrangement  for  the  table,  order  of  courses, 
preparation  of  meals,  washing  of  dishes.  The  chil- 
dren arrange  for  a  meal  in  which  there  shall  be  the 
maximum  of  nutriment.  They  draw  or  act  out  the 
story  of  Ceres. 

The  color  study  should  be  continued,  complementary 
colors  should  be  taught  and  the  rich  Roman  coloring 
should  be  shown. 

In  connection  with  the  study  of  animals,  read  Longfel- 
low's The  Birds  of  Killingsworth  and  SewalFs  Black 
Beauty.  Apropos  of  the  mineral  study  and  crystalliza- 
tion the  teacher  should  tell  the  story  of  Neith  from 
Ruskin's  Ethics  of  the  Dust.  Here  also  may  be  read 
Jack  Frost,  from  the  Normal  Fourth  Reader,  and  the 
Winter  Prelude  in  The  Vision  of  Sir  Launfal,  Lowell. 
With  the  study  of  the  river,  the  baths,  etc.,  read  Oh  tell 
me,  pretty  river,  also  from  the  Normal  Fourth  Reader, 
Lowell's  Fountain,  and  Mrs.  Whitney's  The  Alder  by  the 
River. 

In  connection  with  the  ivy  should  be  read  Dickens'  Ivy 
Green,  and  apropos  of  the  violet,  Lucy  Larcom's  Calling 
the  Violet. 


166  ORGANIC  ED  UCA  TION. 

SING  : 

Open  your  eyes  my  Pansy  Sweet,  C.  B.  Hubbard's  book 
of  Kindergarten  Songs. 

The  Ivy  Green. 

IV.     THE  SCHOOL. 

1.  THE  STORy. 

The  ideal  of  Roman  education  is  thus  expressed 
by  Cicero :  *•  The  children  of  the  Romans  are 
brought  up  that  they  may  sometime  be  useful  to 
the  country,  and  hence  should  be  taught  the  nature 
of  the  state  and  the  regulations  of  our  forefathers. 
Our  country  has  borne  and  educated  us  on  that 
condition — that  we  consecrate  to  its  service  the 
best  powers  of  our  spirit,  talent,  and  understanding ; 
therefore  we  must  learn  the  art  through  which  we 
can  serve  the  state,  for  I  hold  that  to  be  the  great- 
est wisdom  and  the  highest-virtue."  Read  selections 
from  Macaulay's  Virginius  to  show  picture  of 
Roman  girl  going  to  school.  Whittier's  In  School 
Days. 

Physical  education :  Taught  to  ride,  run,  leap, 
box,  and  swim,  also  military  drill.  Mental :  Read- 
ing, writing,  arithmetic,  oratory ;  poets,  and  the 
speeches  of  the  senators.  Manual;  industrial- 
trades  of  the  parents.  Civic-learning;  the  laws  of 
the  twelve  tables. 

2.  COMPARISON. 

The  education  of  the  Romans  is  compared  with 
that  of  the  past  periods  studied  and  with  that  of 
our  own  times,  both  as  to  the  ideals  and  the  actual 


OUTLINES.  167 

practice  of -each.     The  relation  of  Roman  to  Greek 
education  is  particularly  emphasized. 

3.  MEASURE. 

Problems  are  made  from  facts  regarding  the  school 
room  and  school  building.  Have  the  children 
make  measurements  of  dimensions  as  far  as 
possible.  Draw  plan  of  school  room  to  scale. 
Locate  objects  in  the  room.  Give  semicardi- 
nal  points  for  description  of  a  room  in  the 
building,  of  the  school  building  and  surroundings. 
Roman  notation :  Let  the  children  calculate  by 
tens  and  twelves  and  find  which  is  easier.  Use  of 
two  kinds  of  money  based  upon  the  decimal  and 
duodecimal  system.  Work  with  factors  and  mul- 
tiples of  ten  and  twelve.  Let  them  compare  the 
school  year  of  Horatius  with  their  own.  Compare 
his  holidays  with  our  New  Years'  and  February 
22d.  Find  the  value  of  a  denarius  if  fifty  equaled 
one  dollar  (amount  of  a  Roman  teacher's  monthly 
fee).  Find  as  many  things  as  possible  to  which 
the  Romans  applied  the  number  twelve.  Com- 
pare with  things  to  which  we  apply  that  number, 
and  see  if  any  relationship  exists.  Facts  about 
book  making  and  binding;  paper  and  pencil  mak- 
ing. 

4.  EXPRESSION. 

Make  tablet  and  stylus ;  draw  articles  used  then 
and  now  in  school.  Describe  or  show  by  pictures 
the  processes  of  pencil  and  book  making. 


1 68  ORGANIC  ED  UCA  TION. 

V.     SOCIAL  LIFE. 

1.  THE  STORY. 

The  ideal  on  the  negative  side  may  be  presented 
through  the  statue  of  the  Dying  GauJ,  The  Gladia- 
tors by  Gerome,  Nydia  by  Rogers  and  descriptions 
from  The  Last  days  of  Pompeii,  Bulwer. 

On  the  positive  side,  pictures  of  social  life  by 
Coomans,  pictures  of  the  Appian  Way,  description 
of  Dido's  banquet  for  Aeneas  in  Aeneid,  Bk.  I. 

The  following  lines  translated  from  Horace, 
express  a  characteristic  Roman  attitude  toward 
life  which  influenced  their  social  diversions : 

"Lord  of  himself  that  man  will  be 
And  happy  in  his  life  alway, 
Who  still  at  eve  can  say  with  free 
Contented  soul,  'I've  lived  to-day!" 
Let  Jove  to-morrow,  if  he  will, 
With  blackest  clouds  the  welkin  fill, 
Or  flood  it  all  with  sunlight  pure, 
Yet  from  the  past  be  cannot  take 
Its  influence,  for  that  is  sure ; 
Nor  can  he  mar  or  bootless  make 
Whate'er  of  rapture  and  delight 
The  hours  have  borne  us  in  their  flight." 

Games  of  the  children  :  Dolls,  hobby  horses,  toy 
houses,  carts,  tops,  dice,  stilts,  marbles,  balls,  play- 
ing court  and  senate,  and  the  game  of  Troy.  Feasts, 
holidays,  etc.  (Note  especially  their  relation  to 
religion.)  Hospitality :  guest,  friend,  client,  etc. 

2.  COMPARISON. 

Compare  on  all  these  points  Roman  life  with 
that  of  all  previous  periods  and  with  our  own. 


OUTLINES.  169 

3.  MEASURE. 

Various  number-facts  are  secured  from  the 
children  in  regard  to  their  games,  entertainments, 
etc. 

Such  questions  as  the  following  are  suggested  : 

What  is  a  good  immher  with  which  to  curry  on  certain 
games? 

What  combinations  can  be  made?  What  do  you  do 
when  there  are  too  many?  Not  enough?  Number  of 
marbles  possessed  by  different  boys?  How  gotten? 
(Show  wrong  uf  playing  "  for  keeps.") 

How  much  do  marbles  cost?     Tops?     Balls? 

How  many  dolls  have  the  girls?  How  many  dresses  for 
each?  How  many  dishes?  For  how  many  dolls  could 
they  set  a  table?  How  many  rooms  in  their  playhouses? 
Furniture  in  each? 

Did  you  ever  go  out  of  town  for  a  visit?  Where?  How 
long  did  it  take?  How  much  did  it  cost?  How  many 
people  helped? 

How  long  does  it  take  to  go  to and  back?  Its  cost? 

Cost  for  different  entertainments? 

4.  EXPRESSION. 

Play  the  games  Horatius  played,  and  invent  new 
ones  from  the  life  of  the  present,  such  as  voting, 
mayor,  city  council,  policeman,  etc.  Describe 
and  illustrate  Roman  visits  and  public  entertain- 
ments, processions,  etc.  Show  by  drawings  the 
differences  between  a  Roman  party  and  a  modern 
one. 

Read  selected  lines  from  Ovid's  story  of  Daphne  and 
the  description  of  the  chariot  race  in  Ben  Hur,  by  Wal- 
lace. • 

22 


170  ORGANIC  EDUCATION. 

VI.     INDUSTRIAL  LIFE. 

1.  THE  STORY. 

Agriculture :  raising  of  horses,  sheep,  goats,  pigs, 
poultry,  birds,  bees.  Implements  used,  processes, 
products,  methods,  (rotation  of  crops).  Commerce 
and  exchange.  Spinning,  weaving,  preparing  and 
making  garments.  Public  bakeries.  Industries 
related  to  warfare.  Explain  the  relation  of  the 
decline  of  industrial  life  to  the  fall  of  Rome. 
Building.  Commerce. 

Read  selected  stanzas  from  Whittier's  "The  Huskers," 
and  extracts  from  Vergil's  First  Georgic  and  Thomson's 
Seasons. 

2.  COMPARISON. 

Note  the  advance  in  industrial  life  from  Hiawa- 
tha to  Horatius,  then  from  Horatius  to  the  present. 

3.  MEASURE. 

Make  problems  from  facts  brought  in  by  the 
children  as  to  the  industrial  life  with  which  they 
come  in  contact.  Explanation  of  origin  of  Roman 
measures  of  length,  surface,  weight,  liquid  and  dry 
measure.  Comparisons  with  our  measures;  teach 
such  of  ours  as  are  in  most  common  use,  which 
have  not  been  taught  before,  as  the  barrel. 

4.  EXPRESSION. 

Describe  and  illustrate  industrial  processes  of 
Roman  times  and  of  the  present.  Make  some  of 
the  implements  common  to  both  times.  The 


OUTLINES.  171 

children  should  be  helped  to  make  gardens  of  their 
own  and  to  take  part  as  intelligently  as  may  be  in 
industrial  life  as  they  come  in  contact  with  it, 

The  children  learn  to  hum  Wagner's  Spinning  Song 
from  The  Flying  Dutchman,  and  Prize  song  from  Meister- 
singer. 

VII.     THE  STATE. 

1.  THE  STORY. 

Show  how  the  state  is  the  focus  of  Roman  life, 
and  the  basis  of  all  Roman  ideals  of  character. 
Most  of  the  material  for  this  topic  has  been  in- 
volved in  topics  previously  discussed — the  home 
(Physical  Environment),  The  School,  Social  Life, 
and  the  Church. 

The  character  stories  mentioned  at  the  beginning 
of  the  outline  show  the  military  ideals  and  regard 
for  law. 

The  story  of  The  Bell  of  Atri  may  be  told  and  parts  read 
by  the  children.  The  children  learn  of  the  armor  and  im- 
plements of  war,  the  use  of  public  buildings.  They  should 
be  told  of  the  Roman  law  regarding  libel. 

Pictures  that  may  be  used  are :  Death  of  Caesar  by 
Gerome  and  Piloty. 

VIII.     THE  CHURCH. 
1.  THE  STORY. 

The  ideal  may  be  shown  in  the  stories  connected 
with  religious  life  in  the  story  of  Horatius  in  the 
Ten  Boys,  particularly  the  story  of  Horatia.  Tem- 
ples, especially  the  Temple  of  Jupiter  and  the 
Temple  of  Vesta.  Religious  holidays.  The  sacred 
hearth ;  Lares  and  Penates,  sacrifices. 


1 72  ORGA  NIC  ED  VGA  TION. 

2.  COMPARISON. 

The  children  compare  the  pictures  of  the  temples 
with  the  churches  they  see.  Compare  the  religious 
holidays,  the  religious  spirit  then  and  now.  Is 
religion  as  much  a  part  of  all  living  now  as  it  was 
then? 

3.  EXPRESSION. 

The  children  build  temples  and  churches  with 
blocks.  Picture  processions  to  temples  and 
churches.  Draw  the  story  of  Horatia. 

The  children  read  and  learn  Psalm  XV. 

SING  : 

"  Night  and  Day  "  in  the  St.  Nicholas  Song  Book. 

BOOKS    OF    REFERENCE. 

Andrews,  Ten  Boys. 

Preston  and  Dodge,  Private  Life  of  the  Romans. 

Smith,  Dictionary  of  Greek  and  Roman  Antiquities. 

Oilman,  Story  of  Rome. 

Butterworth,  Little  Arthur's  Story  of  Rome. 

Von  Falke,  Greece  and  Rome. 

Becker,  Gallus. 

Parker,  Archeology  of  Rome. 

Mlddleton,  The  Remains  of  Ancient  Rome. 

Burn,  Ancient  Rome  and  its  Neighborhood. 

Dennie,  Rome  of  Today  and  Yesterday. 

Church,  Stories  from  Virgil. 

Church,  Stories  from  Livy. 

Church,  Rome  in  the  Days  of  Cicero. 

Anthon,  Dictionary  of  Roman  Antiquities. 

Hale,  Boy  Heroes. 

Rollinson,  Ancient  Religions. 


OUTLINES.  173 

Gell,  Books  on  Pompeii. 

Boissier,  The  Country  of  Horace  and  Virgil. 

Boissier,  Pompeii  and  Rome. 

Beesley,  Stories  of  Rome. 

Home,  The  Buried  Cities  of  Vesuvius. 

.Stories  of  Ancient  History  by  a  Mother. 

Poulsson,  In  the  Child's  World. 

Abbot,  Story  of  Romulus. 

Mariott,  Facts  about  Pompeii. 

Gell,  Topography  of  Rome. 

Taylor  and  Cressey,  Architectural  Antiquities  of  Rome. 

Forbes,  Rambles  in  Rome. 

PICTURES    AND    STATUARY. 

Head  of  Young  Agustus. 

Antinous.     (Capiloline  Museum,  Rome. 

Hours,  Raphael. 

Days  of  the  Week,  Raphael. 

Agustus.     (Vatican.) 

Apollo  in  Chariot. 

Vestal  Virgins,  Le  Roux. 

The  Vestal  Tuccia,  Le  Roux. 

Dying  Gaul. 

The  Gladiators,  Gerome. 

Nydia,  Rogers. 

Death  of  Caesar,  Gerome. 

Death  of  Caesar,  Piloty. 

A  Plot,  Coomans. 

A  Perilous  Passage,  Coomans. 

Education  of  a  Young  Patrician,  Coomans. 

A  Vintage  Festival,  Alma-Tadema. 

The  Vestal,  Burne- Jones. 

Circus  Maximus,  Gerome. 

Aeneas  at  the  Court  of  Dido,  Guerin. 

Pharaoh's  Horses,  Herring. 

Cornelia  and  her  Jewels. 


174  ORGANIC  EDUCATION. 

WULF,  THE  SAXON  BOY. 

Grade  B  3. 

Ages  of  children,  eight  to  nine. 
A.      ANALYSIS    OF    THE    CHARRCTER. 

Wulf  is  typical  of  the  radical  iconoclastic  ele- 
ment in  character,  which  seems  to  be  uppermost 
with  the  majority  of  children  at  this  age.  It  is  an 
era  in  which  the  laws  imposed  by  others  seem  to 
have  served  their  purpose.  They  are  no  longer 
followed  blindly,  but  scrutinized,  questioned,  and 
rejected  or  confirmed  according  to  the  judgment 
of  the  individual.  He  has  previously  allied  him- 
self with  the  laws  which  have  become  apparent  to 
him  and  the  alliance  has  been  to  his  profit.  But  the 
very  gaining  of  this  profit  has  brought  to  conscious- 
ness the  fact  that  this  is  not  all  he  needs.  He  is 
not  yet  satisfied.  He  wants  a  deeper,  a  more  fun- 
damental law,  a  law  which  shall  answer  the 
demands  of  his  own  nature.  It  is  not  that  the 
child  of  this  period  is  lawless.  He  is  only  tollow- 
ing  a  law  deeper  than  any  he  has  yet  known — the 
law  of  his  own  individual  nature.  This  is  pre- 
eminently the  period  of  individualism.  Co-opera- 
tion on  the  same  terms  as  before  does  not  seem  to 
appeal  to  him,  but  it  still  exerts  an  unconscious 
influence  upon  action.  This  strength  of  indivual- 
ity  leads  to  a  bold  fearless  spirit,  a  vigorous  man- 
ifestation of  likes  and  dislikes,  a  hatred  of 
insincerity  and  a  contempt  for  weakness  of  any 
sort. 


OUTLINES.  175 

B.       ETHICAL    AIMS. 

This  is  the  " storm  and  stress"  period  of  child- 
hood, and  one  of  the  most  difficult  to  deal  with. 
Here  if  anywhere  the  teacher  must  be  strong, 
sincere,  and  large-minded.  Much  patience  is 
needed,  for  the  child  himself  has  none.  No  force 
of  authority  alone  will  carry  any  precept  or  rule. 
The  appeal  must  be  always  to  the  individual  judg- 
ment and  sense  of  fairness,  for  nothing  but  surface 
obedience  can  be  secured  in  any  other  way.  The 
aim  should  be  to  direct  and  render  intellegent  this 
high  sense  of  individualism,  to  develop  right  ideas 
of  freedom  and  of  the  personal  responsibility  con- 
sequent upon  it.  Independence  of  thought  and 
action,  a  brave  belief  in  oneself,  and  aspiration 
toward  all  nobility  in  character  and  life,  are 
features  of  this  period  that  should  be  fostered  by 
every  means  possible.  The  right  because  it  is 
right,  not  because  it  is  compulsory,  is  the  thought 
to  hold  before  the  children  of  this  grade. 

C.      IDEAL    EMBODIED    IN    LITERATURE. 

Siegfried  is  the  ideal  character  for  this  grade. 
His  adventurous,  fearless  spirit  is  shown  in  his 
killing  of  the  dragon,  and  in  the  rescue  of  Brun- 
hild; his  belief  in  himself  by  his  making  of  the 
sword  Balmung:  his  desire  for  freedom  in  his  go- 
ing out  into  the  world,  leaving  his  trade;  his  desire 
for  what  is  noble,  as  shown  by  the  story  of  the 
"curse  of  gold,"  by  his  purpose  to  right  the  wrong, 
to  help  the  weak,  and  to  punish  the  evil. 


176  ORGANIC  EDUCATION. 

The  pictures  by  Howard  Pyle  in  Baldwin's  Siegfried 
should  be  shown,  those  in  Dippold's  The  Ring  of  the 
Nibeluug,  photographs  from  Wagner's  Siegfried,  Hoff- 
man's and  Pixis'  pictures  of  Wagner's  operas,  Schnorr 
Vuii  Carolsfeld's  wall  picture. 

Head  of  Valkyrie. 

The  Sleeping  Beauty's  Palace. 

Siegfried  awakens  Brunhild. 

Woton's  farewell  to  Brunhild. 

To  Walhalla. 

Siegfried  forging  the  Sword,  Howard  Pyle. 

Siegfried  and  the  Dragon,  Howard  Pyle. 

Siegfried  and  the  Dragon,  Dielitz. 


I.     APPEARANCE. 

1.  THE  STORY. 

(a)  Ideal. 

The  German  ideal  of  physical  beauty  is  ex- 
pressed in  the  description  of  Siegfried  and  of 
Balder  as  found  in  the  general  references. 

(b)  Facts. 

Blue  eyes ;  long,  golden  hair ;  ruddy  complexion ; 
strong,  powerful  body. 

(c)  Science- Study. 

Physiology.  The  value  of  a  strong  and  healthy 
body.  How  to  make  and  keep  the  body  strong. 
Study  of  lungs,  tissues;  stimulants,  and  narcotics, 
cleanliness. 

REFERENCE.     Allen — "  The  Man  Wonderful." 


OUTLINES.  Ml 

2.  COMPARISON. 

Races  of  the  past  are  compared  with  those  of 
the  present  as  to  strength.  Adaptation  to  life  of 
the  time  and  environment. 

The  following  questions  are  suggested  : 

Are  people  as  strong  in  body  now  as  they  were  then? 

What  causes  the  difference? 

What  can  you  do  to  become  strong? 

Trace  the  appearance  of  Wulf  in  the  children  present? 

3.  MEASURE. 

Such  questions  as  the  following  may  be  asked  : 

Are  you  stronger  than  you  were? 

Are  yon  large? 

How  large  are  you? 

Keep  a  record  of  your  growth. 

Keep  a  record  of  your  strength  by  what  you  can 
do ;  lifting,  rowing,  running,  throwing,  etc. 

Who  is  the  strongest  person  you  know? 

What  can  he  or  she  do? 

How  do  these  people  use  their  strength  for  them- 
selves and  others? 

How  should  they? 

Age,  measure  of  time,  names  of  days  of  the 
week. 

4.  EXPRESSION. 

Show  the  appearance  of  Siegfried  by  drawing 
and  painting.  Play  games  and  exercises  of  the 
Viking  age.  Draw  pictures  of  some  child  in  the 

room  who  resembles  Wulf. 
28 


1 78  0 II GA  NIC  ED  UCA  TION. 

II.     CLOTHING. 

1.  THE  STORY. 
(a)  Facts. 

Clothing  of  graceful  pattern  woven  with  great 
skill.  Wool,  linen,  silk,  threads  of  gold  and  sil- 
ver, possibly  velvet,  leather,  furs,  embroidery. 
Garments  similar  to  the  present  (see  Viking 
Age  by  Du  Chaillu.)  Beads  of  gold,  silver,  glass, 
bronze,  amber,  mosaic;  buckles,  button,  pins, 
bracelets,  rings,  hairpins,  and  ornaments.  Sandals 
of  leather  and  wood ;  lace.  Cloaks,  fastened  with 
fibula;  cap  or  hat;  shoes  of  leather  or  skins 
fastened  with  woolen  springs.  Silk  string  wrapped 
around  leg  to  knees.  Gloves  of  skin,  sometimes 
stitched  with  gold,  sometimes  lined  with  down. 
Needles  of  bronze,  iron,  bone,  silver;  shears  of 
iron.  Colors :  blue,  red,  green,  scarlet,  purple 
gray  (for  every  day,)  white  (for  slaves.)  Change  of 
fashions. 

(b)  Science- Study. 

Study  of  silk-worm,  amber,  tin,  (bronze).  Con- 
tinue study  of  color.  The  children  should  get  some 
ideas  of  the  scientific  basis  of  color,  and  should 
experiment  under  the  teacher's  direction  and  by 
themselves.  They  should  begin  the  study  of  color 
harmonies.  The  use  of  gold  and  silver  threads  in 
the  decoration  of  clothing  should  bring  out  the 
idea  of  the  ductility  of  silver  and  gold.  As 
compared  with  this  may  be  brought  out  the  mal- 
leability of  gold. 


OUTLINES.  *  179 

2.  COMPARISON. 

The  clothing  of  Wulf  is  compared  with  the 
clothing  of  Horatius  and  the  others,  and  with 
the  children  in  school  as  to  material,  sources  of 
material,  style  of  garments,  adaptation  to  needs, 
difficulty  in  making,  implements  used,  advantages 
of  present  methods;  number  of  garments  possible, 
stores,  machinery,  division  of  labor,  decoration, 
coloring,  comfort  (relation  to  climate),  aesthetic 
quality,  cleanliness.  Compare  weaving  and  em- 
broidery then  and  now.  Compare  standards  of 
measuring. 

3.  MEASURE. 

The  children  learn  our  standards  as  compared 
with  those  of  Wulf  for  measuring  distance,  money, 
weight  of  gold  and  silver,  number  of  garments. 
The  children  work  with  the  standards  themselves 
until  they  are  perfectly  famaliar  with  them.  Make 
problems  from  facts  brought  in  by  the  children  as 
to  the  amount  of  material  needed  for  clothing, 
essential  and  ornamental,  its  cost,  time  for  mak- 
ing (necessary,  decorative,  ornamental),  cost  of 
machinery,  implements,  cost  of  making,  cleaning, 
ornamental  accessories  (belts,  bracelets,  rings, 
buckles,  collars,  etc).  They  should  learn  the 
metric  system. 

4.  EXPRESSION. 

Cut  patterns,  make  clothing  for  dolls  of  Wulf's 
time  and  the  present  (both  boy  and  girl).  Repro- 


180  ORGANIC  EDUCATION. 

duce  designs  used  by  Wulf,  for  fibulae  and  other 
ornaments,  and  design  new  ones.  (See  Viking 
Age.)  Draw,  paint,  carve,  hammer  (repousse 
work),  make,  describe,  sew.  Correct  use  of  terms 
required  by  this  topic.  Words  and  expressions  in 
German  corresponding  to  articles  of  dress,  mater- 
ials, occupation,  processes,  implements,  people 
engaged  in  different  kinds  of  work. 

READ:     Robert  of  Lincoln,  Bryant. 

III.     HOME. 
1.  THE  STORY. 

(1)  Environment,     a.  Physical. 

Ideal  —  Description  in  Siegfried's  Journey  to 
Burgundy. 

Brook-basins,  water  partings,  pastures,  forests, 
meadows,  marshes,  mountains,  rivers,  sea,  cold 
winters;  moist  climate;  fish;  iron;  gold  and  sil- 
ver; clay.  Domestic  animals,  horse,  cow,  sheep, 
dog. 

Read  in  the  story  of  Siegfried,  The  Story  of  Bragi,  Bal- 
der, The  Waking  of  Brunhild,  and  How  the  Spring-Time 
Came;  also  Longfellow's  Tegner's  Drapa  (Death  of  Bal- 
der), and  Matthew  Arnold's  Balder  Dead  (selections). 
Selections  from  Tennyson's  Brook  may  he  read,  Longfel- 
low's The  Brook  and  Wave,  Lowell's  The  Oak,  Bryant's 
March  and  The  Cloud,  Wordsworth's  I  Wandered  Lonely 
as  a  Cloud. 

Sing:     There  was   a  Pretty  Dandelion.  —  St.   Nicholas 

Song  Book. 
Winds  are  Breathing. — Schubert. 


OUTLINES.  181 

(6)  Science- Study. 

Study  the  general  structural  features  of  the 
country  about  the  children's  homes,  the  kinds  of 
slopes,  water-parting,  brook  or  river  (study  river), 
basin,  direction  of  slope,  velocity  of  water,  banks 
and  mouth,  soil  carried  by  the  water,  rise  of  stream. 
Study  one  of  the  kinds  of  trees  mentioned  in 
Wulf's  environment.  Select  one  near  school  build- 
ing for  all  to  observe,  though  children  may  observe 
others  in  different  places.  Have  children  learn 
the  names  and  distinguish  the  aspect  and  leaves 
of  trees  the}'  see.  Show  them  some  mistletoe  and 
tell  them  how  it  grows.  Lead  them  to  observe 
any  animal  life  they  can  find  related  to  the  tree, 
as  squirrels,  birds,  caterpillars,  etc.  Of  what  use 
were  these  trees  and  animals  to  Wulf?  To  us? 
Teach  evaporation  and  production  of  moisture, 
from  the  experience  of  the  children.  Have  the 
children  observe  daily  temperature  and  position 
of  the  sun.  In  connection  with  the  city  water 
supply,  study  the  pump.  With  physical  environ- 
ment study  capillarity. 

The  children  should  begin  to  make  classifications  of 
industries  as  productive,  transforming,  exchanging;  and 
of  products  as  to  their  uses. 

(c)  Artificial. 

The  village.  Explain  its  plan  fully,  includ- 
ing its  government,  as  a  basis  for  the  work  of 
the  children  upon  their  own  city.  The  study 
of  their  own  city  should  be  made  here  as 


182  ORGANIC  EDUCATION. 

fully  as  the  comprehension  of  the  children  will 
permit. 

The  ideal  here  is  Asgard,  the  dwelling  of  the  gods. 

(2)   The  House,  Etc. 

Naming.  Arrangement,  quadrangle,  with  the 
front  facing  an  open  space  or  grass  plot,  the 
whole  surrounded  by  a  fence,  entered  by  a  gate. 
Shingle  covered  and  tarred;  iron  work;  carved 
doorways.  Hall  or  sitting  room  :  Walls  hung  with 
tapestry,  carvings  on  walls,  hung  with  shields  and 
weapons,  some  of  them  inlaid  with  gold  and  sil- 
ver; used  for  feasts.  Dining  room  :  Built  east  and 
west ;  two  doors,  one  for  men,  the  other  for  women ; 
benches  and  high  seats  of  honor  for  the  table, 
which  were  carved  and  cushioned,  and  some  parts 
painted ;  the  master  sat  at  the  head  of  the  table 
with  his  wife  at  his  left;  furniture.  Sleeping 
rooms :  windows  open  or  covered  with  mem- 
brane ;  for  upper  rooms  a  balcony  and  an  out- 
side stairway;  110  chimneys,  an  open  hearth  on 
the  floor,  with  turf  (sometimes)  used  as  fuel. 
Pantry  used  to  prepare  food.  Straw  on  the  floors. 
Keys. 

Food:  Bread,  butter,  curds,  ale,  mead,  butter- 
milk, fish,  meat,  wild  fruits  (raspberry,  black- 
berry). Drinking  horn,  spoons  of  horn.  Vessels 
of  silver,  bronze,  clay-glass.  Feasts,  women 
sometimes  served.  Candles.  Study  the  essential 
elements  in  food. 


OUTLINES.  183 

(3)  Family  Life. 

The  ideal  of  the  time  as  embodied  in  literature 
is  shown  in  the  story  of  Siegfried. 

The  father's  influence  is  paramount.  The 
The  mother  is  loved  and  honored.  Children  are 
held  in  high  regard.  Position  of  servants. 

2.  COMPARISON. 

Compare  (not  with  too  much  detail)  the  structure, 
soil  and  climate  of  Germany  with  that  of  our  own 
section  of  America,  the  plants  and  animals  of  the 
two  regions,  noticing  their  adaptation  to  environ- 
ment. Compare  Wulf's  village  with  Rome  and 
with  our  own  city.  Compare  a  home  of  Wulf's 
time  with  one  of  the  present  as  to  family  ties,  ser- 
vants, structure,  material,  plan,  number  and  use  of 
rooms,  provision  for  heat  and  light,  protection, 
beauty;  adaptation  to  the  climate,  environment, 
habits  of  life,  etc. 

3.  MEASURE. 

Learn  the  origin  of  the  names  for  the  days  of 
the  week.  Measure  the  growth  of  plants,  the 
length  of  shadows,  the  amount  of  evaporation, 
changes  in  temperature.  Find  the  time  it  will 
take  a  piece  of  wood  or  a  boat  to  float  on  the  river 
a  certain  distance.  Measure  streets  and  blocks, 
lots  and  houses.  Have  the  children  find  the  size 
of  the  house  and  lot  where  they  live,  area,  peri- 
meter. Teach  the  rod,  square  rod,  mile  and  square 
mile  and  connect  with  farming  as  to  origin ;  the 


184  ORGANIC  EDUCATION. 

measuring  of  land,  by  lots,  blocks,  width  of  street, 
size  of  small  parks.  Measures  and  standard  usi'd 
in  their  own  houses  as  to  lumber,  bricks,  glass, 
shingles,  paper,  plastering,  papering;  for  lighting 
of  different  kinds,  for  heating ;  food.  Cost  of  fur- 
niture by  sets  and  pieces,  tableware,  linen,  kitchen 
utensils.  Estimate  the  cost  of  the  cheapest  meal 
containing  essential  elements.  Estimate  the  num- 
ber of  dishes  and  the  cost  of  food  for  a  children's 
party.  Have  the  children  tell  the  inventions  in  their 
own  homes  that  have  been  made  since  Waif's  time. 

4.  EXPRESSION. 

Draw  a  map  of  the  country  about  to  show  slope, 
draw  map  of  school-room  and  school-yard  to 
scale.  Draw,  mold,  paint,  describe  things  seen  at 
the  island  and  in  the  country  round  about.  Draw 
trees,  flowers,  and  animals  studied.  Draw  and 
paint  leaves  and  flowers,  mold  nuts.  Make  Belle 
Isle  in  sand,  show  its  relation  to  the  river.  Show 
brook  basin  with  the  water  parting  in  the  sand. 
Draw  forest,  meadow,  marsh,  mountain.  Mold 
mountain.  Draw  plan  of  Wulf's  town,  and  show 
its  general  features,  and  a  map  of  own  city.  Have 
the  children  make  a  play  house  to  resemble  a 
house  of  Wulf's  time,  and  one  like  their  own. 
Furnish  them  with  appropriate  furniture,  dishes, 
and  wagons,  by  drawing,  coloring,  making,  mold- 
ing, carving,  whittling.  Invent  new  designs. 
Describe,  play  scenes  to  illustrate  the  home-life  of 
each  period. 


OUTLINES.  185 

Read  :  Whittier's   Barefoot  Bo)-. 

Celia  Thaxter's  The  Robin. 

Sing:    The  Sing-away  Bird,  in  St.  Nicholas  Song- Book. 
The  Song  of  the  Robin. 

IV.     SCHOOL. 

1.  THE  STORY. 

(a)  The  ideal  as  embodied  in  literature  may  be 
shown  in  the  story  of  Siegfried's  apprenticeship  to 
Mimer.  Picture,  "  The  Forging  of  Balmung," — 
Howard  Pyle. 

(b)  Facts. 

Warlike  exercises.  Athletic  games.  Learning 
poetry,  saga-telling,  riddles,  chess,  harp-playing, 
runes.  Moral  code.  Purpose,  to  preserve  a  strong 
people  ready  for  war,  and  for  social  life.  Custom 
of  sending  children  to  the  home  of  some  prominent 
man  to  have  the  benefit  of  the  education  of  his 
sons. 

(c)   Science- Study. 

Study  chalk,  and  graphite  (in  pencils),  where 
found  in  our  own  state  and  how  obtained.  Pro- 
cesses of  manufacture.  Study  iron  from  ore  to 
making  of  steel.  Iron  in  the  soil  as  source  of  plant 
food  and  material  for  paints.  Iron  in  the  human 
body. 

2.  COMPARISON. 

Have  the  children  tell  the  differences  between 
education  then  and  now.  Try  to  have  them  under- 

24 


186  ORGANIC  EDUCATION. 

stand  what  school  is  for,  that  it  is  for  them,  that 
what  they  are  to  become  depends  largely  upon 
what  use  they  make  of  it,  that  school  should  help 
them  every  day. 

3.  MEASURE. 

Any  measurement  growing  out  of  games,  feats 
of  strength,  skill,  time  occupied  in  different  kinds 
of  school  exercises,  time  out  of  school  spent  in 
games.  Teach  60  minutes  =  1  hour,  24  hours  =  1 
day,  30  days  =  1  month,  number  of  days  in  the 
different  months,  365  days  =  1  year.  Measure- 
ment of  room,  of  pupils,  of  points  in  the  weather 
report. 

5.  EXPRESSION. 

Have  the  children  tell  the  story  of  the  German 
boy's  school,  illustrating  by  drawings.  Let  them 
tell  riddles,  and  devise  a  moral  code.  Have  them 
make  up  Sagas,  telling  of  the  noble  deeds  they 
have  seen,  or  of  which  they  have  heard,  and  sing 
songs  of  noble  deeds.  Have  the  children  find  out 
the  German  equivalents  for  some  of  our  most  com- 
mon and  necessary  words,  let  them  determine  some 
of  the  differences  in  idioms. 

READ: 

The  Village  Blacksmith, — Longfellow. 

Story  of  Sigmund, — from  Morris's  Sigurd  the  Volsung. 

SING: 

The  Blacksmith, — Mozart. 


OUTLINES.  187 

V.     SOCIAL  LIFE. 

1.  THE  STORY. 

(a)  As  representing  ideals  of  the^time  in  social 
life,  read  accounts  of  Siegfried's  visit  to  Regin,  and 
Regin's  playing,  of  Bragi  the  harper,  of  the  Feast 
in  Aegir's  Hall,  how  Brunhild  was  welcomed 
home,  etc. 

(b)  Facts. 

Great  hospitality.  Feasts.  Preparation  of  halls. 
Entertainment:  poems,  Sagas,  music  (harp  and 
form  of  violin),  toasts,  Skalds.  Seating  of  guests. 
Presents  to  guests.  Servants,  service  of  women. 
Festal  dress  of  men  and  women.  Dishes  of  gold, 
silver,  bronze,  glass,  etc.  Chariots,  carriages,  horses, 
candle-bearers  furnished  by  host  to  take  the  guests 
home. 

Games:  checkers,  riddles.    Falconry  and  hunting. 

2.  COMPARISON. 

Have  the  children  tell  of  their  own  social  pleas- 
ures, plays,  games,  entertainments.  Let  them  say 
which  they  like  best,  and  why;  what  preparations 
they  make;  how  they  behave.  Do  they  try  to 
make  others  enjoy  themselves?  Have  we  any 
customs  similar  to  those  of  Wulf's  time?  Com- 
pare with  the  pleasures  of  Horatius  and  of  others 
before  him. 

3.  MEASURE. 

Materials,  amount  and  cost  of  cake  for  a  child- 
ren's party.  Of  lemonade.  Of  other  kinds  of 


1 88  ORGA NIC  ED  UCA  TION. 

food  used.  Number  of  dishes,  etc.  Cost  of  tickets 
for  entertainments  for  the  children  of  one  family. 
Cost  for  a  family  to  go  to  a  picnic. 

4.  EXPRESSION. 

Copy  beautiful  designs  of  articles  used  by  peo- 
ple of  Wulf's  time;  vessels,  chairs,  embroideries, 
fibulae,  musical  instruments,  costume,  chariots. 
Dress  dolls  for  a  party,  arrange  play  house,  set 
table,  make  and  carve  furniture.  Describe  and 
picture  a  social  scene  of  Wulf's  time.  Tell  the 
stories  they  told.  Sing  appropriate  songs. 

VI.     INDUSTRIAL   LIFE. 

1.  THE  STORY. 

The  ideals  of  industrial  life  at  this  period  are 
embodied  in  the  stories  of  the  dwarfs,  who  are  the 
great  workmen.  Alberich's  Story  (in  Adventure 
XV,  Story  of  Siegfried),  and  Siegfried's  forging  of 
the  sword  Balmung,  should  be  read  in  this  connec- 
tion. The  chiefs  of  this  mystical  age  did  not  dis- 
dain work,  but  they  never  wrought  from  the  desire 
for  gold,  but  rather  to  gain  power  and  the  means 
to  do  some  friendly  or  generous  act.  The  story  of 
"  The  Curse  of  Gold  "  is  especially  significant  in 
this  connection. 

Making  of  armor  and  weapons.  Agriculture 
(rotation  of  crops).  Goldsmith's  art — smith  held 
in  great  honor.  Glass  making.  Enamelling. 
Weaving — great  skill,  threads  of  gold  and  silver 
interwoven.  Embroidery,  beautiful  designs,  tap- 


OUTLINES.  180 

estry  (historical  subjects).  Ship  building  (beau- 
tiful sails).  Boats  for  war,  fishing,  and  trade. 
Salt- 'and  tar-making.  Bronze,  gold,  and  silver 
ring  money.  Insurance  companies  (show  princi- 
pie). 

2.  COMPARISON. 

Compare  the  primitive  method  of  making  steel 
with  that  of  the  present  (in  essential  points  only). 

Why  not  wear  armor  now? 

Why  didn't  they  use  guns  then? 

Why  did  they  have  and  care  so  much  about  such 
beauty  and  variety  in  armor  and  weapons? 

How  could  they  wear  such  heavy  armor? 

Compare  weaving  then  and  now,  boats,  number 
of  occupations  at  that  time  and  in  ours.  Why  the 
difference?  Take  the  occupations  represented  in 
one  block  in  Detroit,  and  see  if  the  children  can 
trace  any  of  them  back  to  Wulf's  time.  Do  we 
ever  have  such  beautiful  harness  and  decorations 
for  our  horses?  When?  Would  you  rather  use 
such  money  as  theirs  or  ours?  Why?  Compare 
German  with  Roman  industries. ' 

VII.    THE  STATE. 

1.  THE  STORY. 

The  basis  of  government  at  this  period  was  the 
idea  of  individuality.  Every  free  man  was  entitled 
to  follow  the  leader  whom  he  chose  as  most  worthy. 
Nothing  but  nobility  could  gain  a  following.  Prop- 
ert}7  was  earned  rather  than  inherited.  The  spoils 


190  ORGANIC  EDUCATION. 

of  battle  were  divided  according  to  the  part  each 
had  borne  in  the  fight.  Every  free  man  had  his 
share  in  the  government.  (Note  moot-courts, 
land-marks,  etc.) 

Science- Study. 

Study  the  elements  of  glass  and  sequence  of 
manufacture  of  glass-making.  Study  woods  of 
different  kinds.  Why  did  the  Germans  and  why 
do  people  of  the  present  time  choose  certain  kinds 
of  wood  for  certain  purposes? 

2.  COMPARISON. 

The  freedom  of  Wulf  is  compared  with  that  of 
Horatius  and  those  before  him. 

Such  questions  as  the  following  are  suggested : 

Could  Horatius  choose  bis  leader?    Do  we? 

Who  else  had  this  privilege  among  the  boys  about  whom 
we  have  studied? 

Did  all  the  people  in  Rome  take  part  in  the  government? 

Were  there  serfs  and  slaves  in  Rome  ? 

Where  did  the  Romans  meet  to  decide  what  should  be 
done  for  the  people ?  The  Greeks? 

Compare  the  German  moot  court  with  our  city  govern- 
ment in  essential  points. 

Do  we  divide  the  land  as  the  Germans  did? 

How  does  anyone  procure  land  now  ? 

Is  there  any  land  used  in  common  now? 

To  whom  does  this  belong?  What  is  the  city  treasurer 
for? 

Are  punishments  the  same  now  as  then? 

What  is  a  jail  for?    A  police  court? 

Have  the  people  as  much  to  say  about  what  shall  be 
done  for  all  now  as  then  ? 


OUTLINES.  191 

Are  the  people  as  well  taken  care  of? 
What  things  are  owned  by  the  city  of  Detroit? 
Why  do  we  have  firemen,  postmen,  etc.? 
AVhy  not  take  care  of  ourselves? 

3.  MEASURE. 

Proportion  of  parts  in  making  steel  (teach  per- 
centage). Measure  used  in  weighing  gold.  Cost 
of  ornaments  in  gold;  cost  of  common  glass  ware 
and  of  beautiful  kinds  (such  as  Bohemian).  Why 
the  difference?  Difference  in  size,  capacity,  and 
rate  of  speed  between  boats  then  and  now.  Length 
of  fishing  voyages.  Time  required  for  voyages  of 
a  certain  length.  Difference  in  time  required  for 
weaving  then  and  now.  Exact  measurements 
used  for  all  articles  made  in  the  expression  work. 

5.  EXPRESSION. 

Tell,  or  write,  and  illustrate  by  drawings  the 
processes  of  sword-making  and  of  boat-building. 
Draw  beautiful  vessels,  ornaments,  designs  for 
swords,  embroidery,  boats.  Whittle,  carve,  or 
paint  swords,  shields  and  boats.  Mold  and  deco- 
rate vessels  of  beautiful  form.  Make  a  loom. 
Embroider.  Make  wagons,  chariots  and  a  "  dra- 
gon "  boat.  Learn  words  from  the  German  lan- 
guage for  most  important  objects  and  industries. 

READ  : 

King  Olfs  Return  — Longfellow  (tenth  and  eleventh 
stanzas). 

SING  : 

There's  a  Ship  011  the  Sea — St.  Nicholas  Song  Book. 


192  ORGANIC  EDUCATION. 

3.  MEASURE. 

The  city  government  is  studied  with  especial 
reference  to  the  number  of  people  required  to 
transact  its  business  —  councilmen,  policemen, 
board  of  education,  fire  department,  etc.  Time  of 
holding  office. 

4.  EXPRESSION. 

The  children  show  \yy  telling,  drawing  and  play- 
ing, the  ideas  they  have  gained  of  the  state  in 
Wulf's  time  and  the  present. 

VIII.     RELIGION. 

1.  THE  STORY. 

Stories  of  Odin  and  the  Creation.  The  tree 
Ygdrasil.  Asgard.  Valhalla.  Code  of  morality. 

The  teacher  should  read  for  herself  The  Hero  as  Di- 
vinity in  Carlyle's  Heroes  and  Hero-worship. 

2.  COMPARISON. 

Compare  with  previous  religions  and  with  the 
children's  conceptions. 

4.  EXPRESSION. 

The  expression  will  be  shown  in  moral  character. 

READ: 

Tegner's  Drapa,  Longfellow,  Parts  of  the  Saga  of  King 
Olaf. 

REFERENCE    BOOKS. 

Da  Chaillu,  Viking  Age. 
Morris,  Sigurd  the  Volsung. 
Anderson,  Norse  Mythology. 


Ol'TLIXKS.  1U3 

Green,  History  of  England  (Chap.  I) 

Tacitus,  Gennania. 

Gnininere,  German  Origins. 

Gibbon,  Decline  and  Fall  of  Roman  Empire. 

Kinsley,  Roman  and  Teuton. 

Kcmlile,  Saxons. 

Gui/ot,  History  of  Civilization. 

Smbbs,  Constitutional  History  of  England. 

Bar  ing-Gould,  Story  of  Germany. 

Adams,  Civilization  During  the  Middle  Ages. 

Beowulf. 

• 

Freeman,  Norman  Conquest. 
T««-rd,  Beacon  Lights  of  History. 
Baldwin,  Story  of  Si<  gfried. 
Andrews,  Ten  Boys. 

GILBERT,  THE  FRENCH  BOY. 
Grade  B  3. 

Ages  of  children,  eight  to  nine  years. 
A.    ANALYSIS    OF    CHARACTER. 

The  "storm  and  stress"  of  Wulf's  period  has 
now  become  somewhat  centralized  about  the  ideals 
of  Christianity.  The  Christian  conception  of  ser- 
vice has  come  in  to  furnish  :in  outlet  for  the  super- 
abundant energies  of  the  age  and  to  satisfy  at  the 
same  time  its  genuine  aspirations  toward  nobility. 
Gilbert  is  not  the  negation,  but  the  further  develop- 
ment of  Wulf,  a  development  focussed  upon  the 
Christian  standard  of  life  as  then  conceived.  Gil- 
bert's altruistic  tendencies,  his  desire  to  serve,  are 
closely  intertwined  with  the  spirit  of  adventure. 
His  is  the  high  tide  of  life  that  inevitably  makes 
the  expression  of  noble  conceptions  aggressive 


194  ORGANIC  EDUCATION. 

He  is  impatient  to  right  wrongs  at  once.  He  is 
not  willing  to  wait  for  growth  and  development. 
He  likes  to  pose  as  a  protector,  and  is  usually  not 
reluctant  to  accept  the  glory  due  his  exploits.  He 
lias  greater  patience  and  endurance  than  Wulf. 
He  comprehends  to  some  extent,  the  conditions  of 
life  about  him,  and  begins  to  recognize  more  clearly 
the  inequalities  of  society.  The  contrast  between 
his  strength  and  the  weakness  of  others,  arouses 
sympathetic  feelings  and  impulses  of  helpfulness. 
His  altruistic  ideal  manifests  itself  in  greater 
thoughtfulness  for  others  (politeness).  The  beau- 
ty of  goodness,  of  conduct,  of  appearances  appeals 
to  him.  The  impetuosity  which  often  led  to  the 
rudeness  of  Wulf  has  been  tempered  into  self- 
control  and  deference.  High  ideals  of  conduct 
characterize  him  in  all  relationships  and  especially 
in  friendship. 

Read  selections  from  Tennyson's  Idyls  of  the  King, 
Holy  Grail,  etc.,  to  show  the  characteristics  of  a  true 
knight,  Lowell's  Vision  of  Sir  Launfal,  and  other  refer- 
ences given. 

PICTURES : 

Abbey's  illustrations  of  the  story  of  the  Holy  Grail  (in 
the  Boston  Public  Library;. 

B.    ETHICAL  AIMS. 

Because  of  the  desire  of  children  of  this  age  to 
pose  as  protectors  for  those  weaker  than  them- 
selves, the  chivalrous  impulses,  the  love  of  adven- 


OUTLINES.  1&5 

ture,  the  susceptibility  to  high  ideals  and  the 
tendency  to  superstition,  the  ideals  of  mediaeval 
chivalry  are  the  raiding  points  for  all  the  work  of 
the  grade.  Of  these,  service  stands  first,  and,  in 
order  to  service,  worthiness,  which  means,  specific- 
ally, courage,  loyalty,  and  purfty  in  heart  and  life. 
The  ideal  characters  for  this  period  are  Roland 
and  King  Arthur's  knights,  especially  Sir  Galahad, 
who  is  characterized  in  the  minds  of  the  children 
by  the  couplet 

"  My  strength  is  as  the  strength  of  ten, 
Because  my  heart  is  pure." 

King  Arthur  is  known  by  the  description, 

"  Who  reverenced  his  conscience  as  his  king; 
Whose  glory  was,  redressing  human  wrong; 
Who  spake  no  slander,  no,  nor  listened  to  it," 

and   the   Arthurian    ideal    of  knighthood   by   the 
phrase 

"  Wearing  the  white  flower  of  a  blameless  life." 

I.     APPEARANCE. 

1.  THE  STORY. 

Ideals  of  personal  appearance  are  embodied  in 
descriptions  of  Roland  and  Charlemagne  in  Bald- 
win's Story  of  Roland,  and  in  the  pictures  of  Fra 
Angelico. 

READ: 

The  Poet's  Tale  (Charlemagne),  Longfellow. 


196  ORGANIC  EDUCATION. 

Strong  bodies.  Manly  bearing  in  men,  graceful 
bearing  in  women.  Training  of  body  for  strength, 
skill,  grace. 

2.  COMPARISON. 

The  ideals  for  personal  appearance  in  chivalric 
days  are  compared  with  those  of  previous  periods 
studied,  and  with  those  of  the  present;  the  appear- 
ance of  Gilbert  with  that  of  the  type-characters  of 
earlier  epochs,  and  with  that  of  the  children  in  the 
room,  as  to  strength  and  grace,  fearless  but  kindly 
expression,  military  bearing,  and  courteous  conduct. 

3.  SCIENCE-STUDY. 
Physiology. 

Value  of  physical  exercise;  habitual  positions. 
Breathing  (lungs),  eating  (teeth). 

4.  EXPRESSION. 

The  children  strive  for  grace  of  bearing,  for 
fearless,  kindly  facial  expression,  for  control  of  the 
countenance,  whatever  may  be  the  feeling,  for 
beautiful  behavior,  politeness,  thoughtfulness,  and 
adaptability. 

II.     CLOTHING. 

1.  THE  STORY. 

Armor,  tunic,  cloak,  shoes,  purse,  hat  or  cap. 
Silk,  fur. 

READ: 

Description  of  Arthur  at  Camelot,  in  Elaine. 
Charlemagne,  in  The  Story  of  Roland. 


OUTLINES.  197 

Pictures  illustrating  the  dress  of  the  period  are  found 
in : 

Kretschmer  and  Rohrbach,  Costumes  of  all  Nations. 

La  Costume  Historique — Volume  3. 

Lacroix,  Manners,  Customs,  and  Dress  of  the  Middle 
Ages.  , 

2.  COMPARISON. 

Compare  with  dress  of  former  periods.  Show 
influences  of  both  Roman  and  German.  Compare 
with  the  present.  Which  shows  more  grace  in 
design,  more  pleasing  combinations  of  color?  Same 
points  as  under  study  of  Wulf. 

3.  MEASURE. 

Same  points  as  under  Wulf. 

4.  EXPRESSION. 

The  children  dress  dolls  to  show  the  dress  of  a 
boy  and  a  girl  of  Gilbert's  time  and  of  our  own. 
They  copy  pictures  showing  different  costumes. 

III.     HOME. 

1.  THE  STORY. 

(1)  ENVIRONMENT. 
a.  Physical. 

Temperate,  sunny  climate.  Mountains,  streams, 
forests,  vineyards.  Deer,  hawk,  eagle,  heron. 
Rose,  fleur-de-lis.  Building  stone,  peacock. 

READ  : 

Tennyson,  The  Splendor  falls  on  Castle  Walls. 
Lowell,  The  Oak. 


198  ORGANIC  EDUCATION. 

SING  : 

Schubert's  The  Wanderer,  and  Winds  are  Breathing. 

b.  Artificial  (with  Industrial  Life). 
The  community  within  the  walls  of  the  castle, 
possibly  a  village  and  a  monastery  near  the  castle. 
Different  occupations  carried  on  inside  and  with- 
out the  walls.  Co-operation  and  division  of  labor, 
how  related  to  each  other.  Hospital,  school,  chapel, 
fairs;  peddlers;  roads;  bridges. 

READ: 

Longfellow's  The  Builders  and  The  Castle-huilder. 

(2)  HOUSE. 

a.  Structure. 

Ideal  Castles  on  the  Rhine.  Discuss  the  plan  of 
the  feudal  castle,  in  general  and  in  detail,  showing 
its  relation  to  its  environment  and  to  the  needs  of 
the  times.  Windows,  moat,  drawbridge,  and  wall 
(purpose).  Heating,  lighting.  Bring  out  the 
children's  ideas  as  to  the  beauty  of  the  castle- 
architecture.  Show  pictures  of  famous  castles. 
Show  Warwick  castle  and  one  of  the  Ducal  Palaces 
of  Venice,  studying  for  likenesses  and  contrasts. 

READ: 

Marmion  and  Douglas — Scott,  from  the  line, 

"  My  castles  are  my  king's  alone,"  to 

"Let  the  portcullis  fall!" 

(A  plan  of  a  feudal  castle  is  found  in  Sheldon's  General 
History.) 

b.  Furniture. 

Beautiful  carved  furniture,  tapestry,  etc. 


OUTLINES.  199 

Pictures  of  the  interior  of  a  mediaeval  castle  and  its  fur- 
niture are  shown  in  La  Costume  Historique,  Vol.  III. 

c.   Food. 

The  description  of  the  feast  given  in  Chapter  II 
of  the  Story  of  Roland  shows  the  ideals  of  the 
time.  The  following  points  should  be  covered; 
Kinds  of  food,  how  served,  Duties  of  pages  at 
meals.  Fine  pottery  and  vessels  of  various  kinds. 
Courses.  Table  accessories,  customs,  etc. 

(3)  FAMILY  LIFE. 

Beautiful  family  relationships;  politeness,  ser- 
vice. Position  of  women.  Boys  proud  to  serve 
their  parents,  especially  the  mother.  Hospitality. 
Duties  of  different  members  of  the  household 
community.  Servants.  Pets:  horses,  dogs,  hawks. 

The  ideal  relationship  between  mother  and  son 
is  that  between  Roland  and  his  mother,  the  Lady 
Bertha. 

Read  to  children  selections  from 
Dove  in  the  Eagle's  Nest — Yonge. 

SING: 

Lullaby,  J.  G.  Holland,  in  St.  Nicholas  Song  Book. 
Home-Sigh,  Mendelssohn. 

2.  COMPARISON. 

Compare  Gilbert's  home  with  the  homes  of  all 
previous  persons  studied.  Contrast  the  city  life 
of  Darius,  Cleon,  and  Horatius  with  this.  Com- 
pare German  village.  Difference  in  kind  of  lead- 
ership. Carry  on  work  begun  under  Wulf  on 


200  ORGANIC  EDUCATION. 

our  own  city,  using  the  simplicity  of  the  historic 
period  to  explain  the  complexity  of  this.  Compare 
the  work  of  monks  in  farming,  building,  draining 
swamps,  making  roads  and  bridges  with  such  work 
now.  Compare  the  period  of  Gilbert  with  that  of 
other  type-characters  studied,  and  with  our  own  as 
to  family  ties,  relation  of  children  to  parents, 
structure  of  the  house,  food,  customs  at  table,  etc. 

3.  MEASURE. 

Number  of  people  required  to  furnish  the  ordi- 
nary wants  of  life,  number  to  supply  luxuries. 
Compare  the  number  of  people  then  needed  for  the 
raising  of  grain,  its  grinding  in  a  simple  corn  mill, 
and  its  baking  in  the  oven,  with  the  number  re- 
quired to  prepare  bread  for  us.  Consider  the 
standards  growing  out  of  the  necessary  exchanges. 
The  cost  of  measures  of  each  form  from  grain  to 
bread.  Equivalents;  as,  an  acre  will  produce  so 
much  wheat,  a  bushel  of  wheat  so  much  flour,  a 
pound  of  flour  so  much  bread,  a  loaf  of  bread 
costs  so  much,  etc.  Take  other  occupations  in  the 
same  way,  as  time  permits.  Study  other  occupa- 
tions belonging  to  the  period :  illumination  of 
manuscripts,  mosaic  work,  staining  glass,  painting, 
frescoing,  carving,  enamelling,  metal  work,  clock 
making.  In  the  study  of  the  last  named,  get  the 
dimensions  of  the  wheels,  length  of  pendulum, 
measures  of  time.  Dimensions  of  river  bridge. 
Compare  with  those  of  the  bridges  on  the  Island. 
Study  the  lever,  principle  of  a  fountain. 


OUTLINES.  201 

5.  EXPRESSION. 

The  children  construct  the  environment  of  the 
castle,  physical  and  artificial,  by  means  of  sand, 
blocks,  or  any  appropriate  materials.  They  repro- 
duce the  life  of  the  time  in  their  games.  Different 
occupations  are  chosen  by  different  children  and 
each  acted  out.  They  build  castle  of  blocks,  or 
mold  it  in  clay,  draw  plan,  make  play  castle  and 
its  furniture.  Set  table  and  have  a  feast  with  dolls 
for  people.  Mold  dishes,  paint  design  for  tapes- 
try. 

Industrial  Life  is  included  in  the  study  of  the 
home. 

IV.    SCHOOL. 

1.  THE  STORY. 

Ideal  of  Lady  and  Gentleman. 
Training  for  knighthood  :  (page,  squire,  knight). 
Religious  training.  Training  in  courtesy.  Studies: 
reading,  writing,  number,  geography,  history,  lit- 
erature, music,  alchemy.  Sources  of  learning: 
manuscripts,  travelers,  teachers.  Education  of 
girls;  heroic  girls.  From  the  fact  that  many  peo- 
ple of  that  time  could  not  read  books  or  manu- 
scripts, show  how  art  grew  out  of  the  necessity  of 
communication. 

READ: 

Tennyson's  Sir  Galahad,  and  Morte  d'  Arthur. 

2.  COMPARISON. 

Compare  the  education  of  Gilbert  with  that  of 
the  type-characters  in  former  periods,  emphasizing 


202  ORGA  NIC  ED  i'CA  TION. 

the  purpose  of  the  education  in  each  case.  Com- 
pare the  purpose  in  former  times  with  that  of  our 
own  age.  Have  the  children  tell  what  their  own 
education  is  for. 

3.  MEASURE. 

The  children  measure  their  own  progress  in 
knightly  character  from  day  to  day,  not  compar- 
ing themselves  with  each  other,  but  with  some 
ideal  knight,  whom  they  choose  to  follow7,  as  Sir 
Galahad,  Sir  Launfal,  or  King  Arthur. 

4.  EXPRESSION. 

The  children  tell  and  write  stories  of  their 
favorite  knights,  illuminating  their  manuscripts 
and  drawing  pictures  to  illustrate  them.  They 
act  out  scenes  from  the  careers  of  these  knights. 
They  make  the  coat-of-arms  for  one  or  more  of 
them.  They  carry  out  the  idea  of  knights  and 
ladies  in  school  and  earn  their  own  promotions 
from  page  to  squire.  They  elect  a  king  and  queen 
chosen  for  character,  and  have  the  ceremony  of 
knighting.  They  show  how  polite  they  can  be  to 
each  other  and  to  the  teachers,  the  boys  to  the 
girls,  and  the  girls  to  the  boys.  They  bring  in 
reports  of  polite  things  they  see,  and  try  to  be 
polite  at  home,  in  company,  on  the  streets,  in 
public  places.  They  constitute  themselves  knight- 
errants,  keeping  themselves  pure  in  thought,  word 
and  deed,  seek  everywhere  and  always  to  right 
wrongs,  to  defend  the  helpless  and  oppressed,  yet 


OUTLINES.  203 

with  courtesy  even  to  foes,  to  assist  those  younger 
and  weaker  to  whom  they  can  give  help  (particu- 
larly brothers  and  sisters  at  home),  and  to  master 
all  unworthy  feelings. 

The  teacher  should  in  this  grade  pay  as  little  attention 
as  possible  to  the  negative  side,  but  lay  emphasis  upon 
positive  ideals  and  attainments.  She  should  impress  the 
idea  that  no  task  is  too  small  for  a  true  knight  if  only  it  be 
really  helpful  to  other  people,  and  enlist  them  in  crusades 
against  the  littering  of  the  streets  with  papers,  the  care- 
less throwing  of  fruit-skins,  etc.,  upon  the  sidewalks,  and 
similar  common  abuses. 

READ: 

The  Children's  Crusade,  Longfellow.  (Part  I.  stanzas 
1-4  and  Part  II.) 

V.     SOCIAL  LIFE. 

The  material  upon  this  point,  both  rral  and  ideal,  is 
gained  from  the  general  references  already  given,  especially 
from  the  story  of  Poland  and  Oliver,  as  the  ideal  of  friend- 
ship, and  for  ideals  of  feasting  and  merriment,  the  descrip- 
tion of  English  Christmas  festivities  of  this  period  in  Mar- 
mion,  Introd.  to  Canto  VI. 

1.  THE  STORY. 

Brothers  at  arms.  Banquets;  minstrels,  trou- 
badours, games,  stories.  Tournaments.  Hunt- 
ing parties.  Hospitality.  Festal  dress  and  cus- 
toms. 

2.  COMPARISON. 

The  past  and  present  ideas  of  social  life  are 
compared  in  detail  with  those  of  chivalric  days. 


204  ORGA  NIC  ED  VGA  TION. 

Compare  the  friendship  of  Roland  and  Oliver  with 
that  of  Damon  and  Pythias,  of  David  and  Jona- 
than, and  of  Hiawatha  and  his  two  friends. 

3.  EXPRESSION. 

The  children  tell,  write,  picture,  and  act  out 
scenes  illustrating;  the  social  life  of  the  feudal 
period  and  of  our  own.  They  imitate  the  stately 
courtesies  and  language  of  Gilbert's  time.  They 
learn  French  words  and  phrases  in  common  use 
and  words  of  French  origin  in  our  language. 

SING  : 

Italy,  Mendelssohn. 

The  Minuet,  St.  Nicholas  Song  Book. 

Cradle  Song,  Mendelssohn. 

A  Lullaby,  St.  Nicholas  Song  Book. 

Serenade,  Schubert. 

VI.     THE  STATE. 

1.  THE  STORY. 

The  idea  of  co-operation  at  the  basis  of  feudal- 
ism. Services  rendered  by  each  class  to  each 
other.  The  administration  of  justice,  etc. 

READ  : 

Marmion,  Canto  V.,  Section  VI. 

2.  COMPARISON. 

Compare  the  bond  of  social  union  in  the  age  of 
feudalism  with  that  of  Wulf's  time  and  of  our 
own.  Note  differences  in  the  administration  of 
justice  from  one  age  to  another. 


OUTLINES.  205 

3.  EXPRESSION. 

The  children  copy  pictures  shoeing  the  charac- 
teristic dress,  attitude,  and  services  of  the  different 
classes  in  the  feudal  state.  They  play  games 
based  upon  their  ideas  of  the  state  of  feudal 
society. 

The  teacher  should  notice  whether  nil  the  children 
wish  to  be  either  the  lord  or  the  lady  of  the  castle.  If  so, 
she  may  conclude  that  the  idea  of  co-operation  has  not  yet 
been  sufficiently  assimilated. 

VII.     THE  CHURCH. 

1.  THE  STORY. 

The  religious  ideal  of  service  is  embodied  not 
only  in  the  social  structure  of  the  period,  but  in 
its  pictures  (as  an  attempt  to  serve  the  ignorant 
masses  who  could  not  read),  and  in  the  faithful, 
sometimes  lifelong,  work  bestowed  upon  the  cathe- 
drals, their  carving,  painting,  frescoing,  mosaics, 
and  stained  glass.  Every  small  detail  was 
wrought  into  perfection,  as  a  religious  service. 

PICTURES : 

Angels  from  Madonna  and  Saints,  by  Era  Angelico, 
(Uffizi,  Florence). 

Tell  the  stories  of : 

The  Legend  Beautiful,  Longfellow. 

The  Legend  of  St.  Cristopher. 

Stories  from  the  life  of  Jesus  as  a  historic  character: 
(These  stories  should  be  familiar,  in  order  to  an  under- 
standing of  the  art  of  the  period.) 


206  ORGANIC  ED  VGA  TION. 

Study  cathedrals  of  Cologne,  Amiens  and 
Rheims.  (See  Cathedrals  of  the  World,  Allen.) 
Trace  the  evolution  of  the  cathedral  from  the 
buildings  of  Greece  and  Rome.  Show  the  influ- 
ence of  other  peoples  as  in  St.  Mark's.  In  the 
study  of  the  cathedral  notice  the  beautiful  win- 
dows, doors,  spires,  bell  towers,  sculpture,  frescoes, 
mosaics;  rounded  and  pointed  arches,  gargoyles. 
Show  symbolism  in  the  structure.  Organs ;  study 
to  get  principle  of  the  instrument.  Study  the 
lives  of  Handel  and  Bach.  Monks;  their  benefit 
to  their  own  time  and  in  preservation  of  things  of 
value  to  the  present.  Life,  dress,  home.  Crusades. 

READ  : 

Bryant's  Forest  Hymn. 

SING  : 

Gounod's  Ave  Maria.  (The  words  need  not  be  used, 
unless  the  teacher  wishes.  The  air  alone  may  be  sung  by 
the  children.) 

2.  COMPARISON. 

The  religious  ideal  of  feudalism  may  be  com- 
pared with  those  of  the  past  and  of  the  present, 
especially  as  regards  its  relations  to  everyday 
life.  Compare  the  decoration  of  Greek  and  Roman 
temples  with  the  decoration  of  cathedrals.  Com- 
pare cathedrals  with  modern  churches  known. 

3.  MEASURE. 

Measures  growing  out  of  study  of  cathedrals 
in  whole  and  in  parts,  for  definiteness  of  idea. 


OUTLINES.  207 

Time  and  numbers  connected  with  the  crusades. 
Measurements  growing  out  of  the  study  of  the 
organ. 

4.  EXPRESSION. 

Build  cathedrals  of  blocks,  mold  them  in  clay. 
Draw  and  describe  one  in  particular,  as  Cologne 
cathedral.  Copy  the  designs  used  in  its  decora- 
tions by  means  of  sticks,  tablets,  rings,  etc.,  draw- 
ing and  painting.  Invent  new  designs. 

READ: 

My  Cathedral,  and  The  Statue  over  the  Cathedral  Door, 
Longfellow. 

PICTURE : 

Picture  of  statue  of  St.  Christopher  at  Cologne. 

RELIEFS    SUGGESTED. 

Donatello,  Angels  with  musical  instruments  from  altar 
piece  in  Ohurch  of  San  Trovasso,  Venice. 

Donatello,  Angels  adoring. 

Donatello,  Christ  and  St.  John. 

Delia  Kobbia,  Boys  and  girls  singing  and  playing  on 
musical  instruments,  in  Museum  of  Santa  Maria  del  Fiore, 
Florence  (seven  pieces). 

Delia  Robbia,  Madonna  from  Hospital  of  Innocents, 
Florence. 

REFERENCE     BOOKS. 

Andrews,  Ten  Boys. 
Baldwin,  Story  of  Roland. 
Tennyson,  Idylls  of  the  King. 
\Viethase,  Der  Dom  zu  Koln. 


208  ORGANIC  ED  UCA  TION. 

Liibke,  History  of  Art. 

Allen,  Great  Cathedrals  of  the  World. 

Lamed,  Castles  and  Cathedrals. 

Lovett  and  Green,  French  and  German  Pictures. 

Norton,  Church  Building  in  the  Middle  Ages. 

Rosengarten,  A  B  C  of  Gothic  Architecture. 

Carroyer,  Gothic  Architecture. 

Turner,  History  of  Architecture. 

Lacroix,  Manners  and  Customs  of  the  Middle  Ages. 

Bulfinch,  Age  of  Chivalry. 

Brooks,  Chivalric  Days. 

Scott,  Tales  of  Chivalry. 

Malory,  Morte  d'  Arthur. 

Farrington,  King  Arthur. 

Hanson,  Stories  from  King  Arthur. 

Southey,  Chronicles  of  the  Cid. 

Karpeles,  Allgemeine  Geschichte  der  Litteratur. 

Harrison,  Meaning  of  History. 

Pyle,  Men  of  Iron. 

Lanier,  The  Boy's  Percy. 

Lanier,  The  Boy's  Froissart. 

Lanier,  The  Boy's  King  Arthur. 

Hallam,  Middle  Ages. 

Adams,  Civilization  During  the  Middle  Ages. 

Pugin,  Gothic  Ornament. 

Statz  and  Unzehatter,  Gothic  Model  Book. 

Guizot,  History  of  Civilization. 

PICTURES. 

Galahad,  Watts. 

Quest  of  the  Holy  Grail,  Abbey. 

Angels,  Fra  Angelico. 

St.  George,  Raphael. 

St.  Michael,  Guido  Reni. 


OUTLINES.  209 

COLUMBUS. 

Grade  A  3. 

Ages  of  children,  nine  to  ten  years. 
A.       ANALYSIS    OF    CHARACTER. 

The  age  of  Columbus  is  a  natural  outgrowth 
from  the  age  of  feudalism  and  chivalry.  Chivalric 
enterprises,  the  crusade*,  etc.,  had  brought  men 
into  closer  contact  and  made  the  world  smaller. 
The  result  was  a  reaching  out  in  all  direction  for 
new  and  larger  opportunities  for  service.  Colum- 
bus is  the  best  type  of  this  aggressive,  out- 
pushing,  courageous,  intelligent  and  determined 
spirit  that  characterized  in  all  lines  the  15th  cen- 
tury. 

Such  a  spirit  seems  also  to  be  in  general  charac- 
teristic of  a  certain  period  in  the  history  of  the 
child  following  the  period  of  chivalric  impulses 
and  the  first  ideals  of  service.  These  ideals  are  to 
some  extent  realized,  and  through  their  realization 
the  child  becomes  conscious  of  broader  opportuni- 
ties for  more  adequate  service.  His  knowledge  has 
increased,  so  that  his  outlook  is  wider,  and  his 
courage  and  determination  have  grown  through  his 
chivalric  training,  until  he  can  follow  the  slender- 
est possibility  with  undaunted  mind,  to  the 
heights  of  successful  realization.  He  is  a  practical 
idealist. 

As  a  parallel  study  in  idealism  and  courage,  the  char- 
acter of  Joan  of  Arc  is  attractive.  Frimiet's  statue; 


210  ORGANIC  EDUCATION. 

Maillart's  and  Lepage's  pictures,  Joan  of  Arc  listening 
to  Angel-voices;  Joan  of  Arc  before  the  Shrine  by  Mine, 
de  Chatillon;  and  the  pictures  in  Personal  Recollections  of 
Joan  of  Arc,  by  Mark  Twain  (Harper's  Magazine) ;  may  be 
used. 

The  story  of  Dante's  Divine  Comedy  may  be  used  in  this 
grade  as  to  its  main  outlines,  at  least.  Its  symbolism  will 
be  found  attractive  to  the  children  at  this  period,  and  may 
be  used,  both  negatively  and  positively,  to  inculcate  moral 
lessons. 

This  is  a  period  of  art-renaissance,  and  the  famous 
pictures  should  be  freely  used,  particularly  those  of 
Leonardo  da  Vinci,  Michael  Angelo,  and  Raphael.  In  the 
study  of  these  pictures  the  supremacy  of  the  spiritual  over 
the  physical  should  be  noted. 

B.       ETHICAL    AIMS. 

This  is,  more  than  any  other  age  in  childhood, 
the  age  of  intelligent  speculation  leading  to  exper- 
iment. The  knowledge  of  the  child  gives  him  the 
data  for  comparatively  wide  excursions  of  thought, 
and  these  should  be  encouraged  rather  than 
repressed.  Later  the  child  is  more  conscious  of 
>  his  limitations  and  will  not  attempt  what  is  now 
undertaken  with  enthusiasm  and  patience.  But  he 
should  be  led  always  when  possible  to  subject 
his  speculations  to  the  test  of  actual  experiment, 
risking  something  upon  the  experiment  if  nec- 
essary. He  should  learn  to  rely  upon  himself,  to 
use  his  own  judgment,  and  to  be  persevering  in 
following  out  an  idea.  The  industrial  spirit  begins 
to  be  prominent  here  and  should  be  directed  into 
right  channels. 


OUTLINES.  211 

I.     APPEARANCE. 

1.  THE  STORY. 

A  photograph  should  be  shown  of  the  statue  of 
Columbus  in  Genoa,  of  The  Boy  Columbus  in 
the  Boston  Art  Museum,  of  Canova's  Columbus, 
of  Columbus  at  the  Convent,  and  of  Riffenstein's 
Columbus  and  the  Egg.  Courage,  determination 
and  intelligence  are  shown  in  the  face  and  bearing 
of  Columbus.  The  description  of  his  personal 
appearance  should  be  read  from  Irving's  Colum- 
bus. 

2.  COMPARISON. 

Study  of  individuals,  statues,  pictures,  etc.,  to 
find  those  which  show  the  characteristics  of  Col- 
umbus. Have  children  "read  faces."  Inculcate 
idea  that  the  body  expresses  the  character  of  the 
individual. 

3.  MEASUREMENT. 

Proportion  of  parts  of  the  body.  Make  meas- 
urements as  a  preparation  for  drawing.  Measure 
of  statues,  pictures,  etc.,  by  the  best  artists,  to  find 
proportions  used. 

4.  EXPRESSION. 

Exercises  to  secure  alertness,  precision,  confident 
carriage  of  body.  Describe,  draw,  paint,  or  model, 
statues,  figures  from  famous  paintings,  relief-work, 
and  children  in  the  room. 

READ: 

The  story  of  Columbus  in  Eggleston's  Primary  History. 


212  ORGANIC  EDUCATION. 

II.     CLOTHING. 

1.  THE  STORY. 

(a)  Ideals  and  Facts. 

The  ideals  of  the  time  will  be  found  in  the  pic- 
tures of  the  great  artists  of  the  period. 

Pictures  and  statues  of  Columbus  should  be 
freely  used.  For  details  of  the  dress  of  the 
period,  Le  Costume  Historique,  and  Lacroix's  Man- 
ners, Customs  and  Dress  of  the  Middle  Ages,  will 
be  found  useful.  The  use  of  cosmetics,  perfumes, 
wigs,  attention  to  the  toilet,  cleanliness,  individu- 
ality of  fashions,  etc.,  should  be  especially  noted. 

(b)  Science  Study. 

The  duty  of  attention  to  dress  and  toilet  may 
be  discussed  under  this  head.  '  To  introduce  the 
study  of  the  skin,  the  story  may  be  told  of  the 
boy  who  was  gilded  to  take  part  in  a  procession, 
and  died  as  a  result  of  the  process.  The  use  of 
cosmetics  may  be  treated  here. 

(c)  Processes  and  Inventions. 

The  processes  of  perfume-manufacture,  lace  and 
velvet  making  are  studied. 

2.  COMPARISON. 

The  dress  of  the  Columbus-period  is  compared 
with  that  of  previous  times  and  with  the  present. 

3.  MEASURE. 

The  clothing  of  this  epoch  is  compared  with 
that  of  our  own  by  means  of  number  as  to  the  cost 


OUTLINES.  213 

of    material,    cost    of     transporation,    difference 
through  use  of  machinery,  etc. 

4.  EXPRESSION. 

Dress  dolls  to  show  dress  of  Columbus  as  a  boy, 
and  as  a  man;  a  doll  to  show  the  dress  of  his  sis- 
ter; to  show  Spanish  dress. 

READ: 

From  Stories  of  Industry  (Educational  Publishing 
Co.)  on  clothing. 

III.     HOME. 

1.  THE  STORY. 

(a)  Ideals  and  Facts. 
(1)  Environment,  a.  Physical. 

The  love  of  nature  during  this  period  as  indi- 
cated in  the  lyric  poetry  should  be  emphasized, 
and  characteristic  bits  of  nature-description  read. 
The  lands  that  Columbus  saw  should  be  noted, 
and  attention  called  to  the  fact  that  the  environ- 
ment of  the  individual  has  now  broadened  to 
include  a  large  part  of  the  world.  Mountains, 
plains,  hills,  seas,  gulfs,  semi-tropical  vegetation, 
warm  climate,  belong  to  the  experience  of  Colum- 
bus. Generalizations  may  now  be  made  on  the 
forms  of  land  and  water. 

&.  Artificial. 

Time  of  great  cities — something  of  Genoa, 
Venice,  Lisbon  (compare  with  our  own  city).  The 
Moors,  Alhambra.  Botanical  gardens,  landscape 


214  ORGANIC  EDUCATION. 

gardening.  Collections  of  animals.  Beautiful 
buildings,  guildhalls,  cathedrals,  city  halls,  statues, 
fountains,  palaces,  monasteries,  pictures,  stained 
glass.  Influence  of  Greek,  Roman  and  Moorish 
art.  Gothic  arch,  universities.  Wars  and  leagues 
between  cities.  Warehouses  in  Genoa.  Campo 
Santo,  narrow  streets,  walls,  washing  places. 

As  Columbus  extended  the  bounderies  of  his 
knowledge,  as  he  wished  to  see  and  know  other 
places  and  countries,  so  have  the  children  extend 
the  boundaries  of  their  knowledge.  After  studying 
their  own  city,  study  the  township,  county,  state. 
Let  each  contribute  his  knowledge  of  any  place  or 
region  of  which  he  knows. 

(2)  House,  a.  Structure. 

Supposed  home  of  Columbus  in  Genoa  and  in 
Lisbon  (ideal  of  the  time — country  villa).  Im- 
provements over  former  period ;  chimney,  use  -of 
glass,  soft  beds,  carpets,  bed-room  furniture,  side- 
board, clocks ;  artistic  forms  in  all  articles. 

6.  Furniture,  c.  Food. 

Find  materials  from  references  given,  and  treat 
as  in  previous  grades. 

(3)  Family  Life. 

Irving's  Columbus  and  Burkhardt's  Civiliza- 
tion of  the  Renaissance  will  furnish  the  desired 
material. 

Early  independence   of    family  protection   and 


OUTLINES.  215 

care.     Domestic  economy  of  home   highly  devel- 
oped.    Out  door  life. 

(b)  Nature- Study. 

Select  for  study  some  of  the  semi-tropical  fruits 
known  both  to  Columbus  and  to  the  children,  such 
as  oranges,  lemons,  bananas,  etc.  The  plants  may 
be  found  at  a  florist's,  where  the  children  may 
study  their  life  history.  The  children  should  learn 
some  of  the  best  known  constellations  (study  the 
life  of  Copernicus  and  Kepler).  By  observa- 
tion through  the  term,  determine  the  effect  of 
the  sun's  position  011  temperature.  The  plants, 
minerals,  and  animals  of  Michigan  should  be 
studied. 

In  connection  with  the  study  of  plants  and  animals,  the 
protective  and  attractive  coloring  should  be  noted. 

(c)  Processes  and  Inventions. 

The  telescope.     Study  life  of  Galileo. 
Review  study  of   pendulum,  velocity  of  falling 
bodies. 

9-.  COMPARISON. 

Comparison  should  be  made  in  detail,  wherever 
it  will  be  of  value  in  bringing  out  the  progress 
made.  The  emphasis  of  the  work  should  be  on 
the  study  of  the  children's  own  city,  county,  and 
state,  and  a  thorough  study  of  these  made.  The 
children's  concepts  will  be  made  clearer  through 
the  comparisons. 


216  ORGANIC  EDUCATION. 

3.  MEASURE. 

Facts  to  make  clear  any  points  in  the  physical 
or  artificial  environment,  to  give  ideas  of  size, 
capacity,  velocity,  value,  temperature,  distance, 
time,  productiveness. 

4.  EXPRESSION. 

The  children's  ideas  about  the  home  and  envi- 
ronment of  Columbus  and  of  their  own  are 
expressed  by  means  of  maps,  diagrams,  pictures, 
description,  molding,  making,  painting. 

Read  about  Kepler,  Galileo  and  Copernicus,  in 
Storyland  of  Stars,  Mara  L.  Pratt. 
Marco  Polo's  Travels— The  Cloud,  Shelley. 
Sing:     Italy,  and  On  Wings  of  Song  I'll  Take  Thee,— 
Mendelssohn. 

IV.     SCHOOL. 

1.  THE  STORY. 

The  broadening  of  education  from  the  revival  of 
learning  and  from  the  recent  discoveries  of  Marco 
Polo  and  others.  Geography,  geometry,  and 
astronomy,  were  the  favorite  studies,  because  of 
their  bearings  upon  nautical  affairs.  The  inven- 
tion of  printing  and  of  paper  had  now  begun  to 
increase  the  number  of  books.  The  art  of  the  time 
had  its  effect  upon  education. 

The  children  should  become  thoroughly  familiar  with 
the  art  of  the  period  and  with  the  main  outlines  of  the  lives 
of  its  chief  artists. 

The  stories  of  Gutenberg  and  of  Bacon  should  be  used. 


OUTLINES.  217 

2.  COMPARISON. 

A  comparison  may  be  drawn  in  detail  between 
the  schools  of  Columbus'  time  and  those  of  the 
present. 

Some  such  questions  as  the  following  are  suggested  : 

Of  what  advantage  will  what  you  are  learning  be  to  you? 

You  are  learning  some  of  the  many  things  Columbus 
did,  but  many  more.  Are  you  going  to  use  your  know- 
ledge to  help  others? 

It  is  possible  there  are  other  continents  to  discover,  but 
there  are  things  that  will  help  the  world  even  more  than 
new  continents.  The  more  you  help  the  world,  the  more 
you  help  yourself. 

Of  what  improvements  do  you  know  since  the  time  of 
Columbus? 

How  can  one  part  of  the  world  help  another  as  it  could 
not  then? 

Have  you  as  much  courage  as  Columbus  had? 

What  gave  him  so  much  courage  ? 

3.  EXPRESSION. 

Making  of  maps  and  charts  of  the  home  envi- 
ronment, county  and  state.  Some  Italian  and 
Spanish  words  may  be  taught,  especially  such  as 
furnish  us  with  derived  or  adopted  expressions. 

V.     INDUSTRIAL  LIFE. 

1.  THE  STORY.   . 

Effect  of  recent  application  of  compass  to  sail- 
ing. Commerce.  Rivalry  of  cities.  Fairs.  Guilds, 
as  an  expression  of  idea  of  co-operation.  Inven- 
tion of  printing  and  of  process  of  paper-making 
from  linen.  Process  of  engraving,  of  oil  painting, 


218  ORGANIC  EDUCATION. 

of  decorating  pottery.    Musical  instruments.    Study 
the  magnet  and  the  compass. 

2.  COMPARISON. 

Show  advancement  made  along  the  lines  of  the 
different  inventions  mentioned.  The  children 
should  see  the  working  of  a  modern  printing  press, 
the  process  of  paper  making,  of  engraving  and  any 
other  processes  mentioned  that  are  carried  on  in 
the  community.  The  children  should  be  led  to  see 
the  advantages  they  enjoy  through  these  inven- 
tions. They  should  compare  the  co-operation  of  the 
guilds  with  the  competition  of  to-day  to  the  end 
that  they  may  care  more  for  co-operation  than  com- 
petition. Compare  the  fairs  with  the  stores  of  the 
present. 

3.  MEASURE. 

Use  of  facts  reduced  to  the  exactness  of  number 
(some  of  which  m&y  be  expressed  in  the  form  of 
percentage)  to  show  the  progress  made,  and  to  show 
their  value  in  our  present  civilization  in  printing, 
paper  making,  engraving,  pottery,  travel  by  water, 
and  means  of  communication  of  different  kinds. 
Number  of  persons  who  are  engaged  in  these  occu- 
pations (Newsboys).  The  children  should  learn 
the  square  mile,  degree,  cubic  foot. 

4.  EXPRESSION. 

Make  models  of  the  boats  of  Columbus  and 
make  or  show  one  of  a  modern  steamship,  and 
compare  to  see  how  much  more  dangerous  an  ocean 


OUTLINES.  219 

voyage  was  then  than  now.  Show  use  of  plant 
and  animal  life  in  decoration,  then  let  the  children 
make  designs  of  their  own  from  conventionalized 
forms.  Experiment  with  printing,  engraving,  and 
pottery,  with  making  pendulums,  and  with  concave 
and  convex  glasses.  Trace  by  means  of  pictures 
and  descriptions  the  evolution  of  the  different 
inventions  of  this  period  as  they  have  known  them 
in  the  epochs  before.  As :  Hiawatha's  picture 
writing,  the  Persian,  Greek,  Roman,  Mediaeval 
writing. 

READ: 

The  Builders,  The  Old  Clock  on  the  Stairs,  and  The 

Building  of  the  Ship,  Longfellow. 

The  Shoemaker,  Whittier. 

The  Frost  Spirit,  Whittier. 

The  Windmill,  Longfellow. 

Tennyson's  Break  !  Break  !  Break ! 

SING: 

There's  a  Ship  on  the  Sea,  St.  Nicholas  Song  Book. 

VI.     SOCIAL  LIFE. 

1.  THE  STORY. 

So  many  people  living  in  each  house,  and  the 
houses  so  close  together  that  people  had  a  neigh- 
borly feeling  for  each  other.  Much  outdoor  life 
also  resulted  from  cramped  quarters.  Great  fairs, 
processions,  plays  (mysteries  from  the  sacred  his- 
tory, and  comedies,  for  which  the  subjects,  cos- 
tumes, masks,  etc.,  were  arranged  by  artists). 
Music;  vocal  solos  and  quartettes,  orchestra,  etc. 


220  ORGANIC  EDUCATION. 

Ball-playing.  At  social  gatheripgs  conversation, 
rather  than  story  telling,  less  -eating  and  drinking 
than  in  former  times,  courtly  speech  and  polished 
manners,  individuality  in  dress  and  accomplish- 
ments. The  idea  of  caste  less  strong  than  for- 
merly; education  is  the  test  for  good  society. 
Sense  for  shades  and  tints  of  color  very  acute. 
Beauty  in  all  decorations  and  furnishings. 

In  social  life  at  this  age,  music  was  exceedingly  promi- 
nent, and  should  be  emphasized  in  the  work  of  the  grade. 
The  music  used  should  be  drawn  from  the  best  composers. 
The  following  songs  are  suggested  : 

The  Boat  Song,  Von  Weber.     Franklin  Sq.  No.  1. 

Pippa's  Song  (Browning),  Air,  Lohengrin. 

Hark,  hark,  the  lark,  Schubert. 

Slumber  Song,  Schumann  (Air). 

The  Traveller's  Evening  Song,  Schubert.  Franklin 
Sq.,  No.  6. 

Sweet  and  Low. 

Prize  Song  from  The  Meistersinger,  Wagner  (Air). 

Photographs  both  of  Carlo  Dolci's  and  of  Raphael's  St. 
Cecilia  may  be  shown  here.  (See  Munsey's  Magazine, 
July,  1895,  for  an  article  entitled  The  Patron  Saint  of 
Music.) 

Angels  by  Fra  Angelico.  Singing  Angels  from  Raphael's 
Madonna  Baldacchino.  Reliefs  by  Donatello  and  Delia 
Robbia  mentioned  for  former  period  may  also  be  used 
here ;  also  by  Donatello,  Cherubs  from  San  Antonio  Altar, 
Padua. 

2.  COMPARISON. 

Compare  the  social  life  of  this  period  with  that 
of  previous  epochs  and  the  present. 


OUTLINES.  221 

3.  MEASURE. 

Study  of  musical  instruments  to  get  principles 
of  construction.  Show  by  measurements.  Mixing 
colors  in  certain  proportions  to  get  shades  and  tints. 

4.  EXPRESSION. 

Act  out  stories  studied.  Solos,  duets  and  quar- 
tettes of  children  to  entertain  the  school.  Repeat 
poems  learned,  tell  stories  studied. 

VII.     THE  STATE. 

1.  THE  STORY. 

Genoa  free.  King  and  Queen  in  Spain.  Elec- 
tive principle,  representative  assemblies.  Growth 
in  freedom  as  to  classes.  Effect  of  the  invention 
of  Gunpowder. 

2.  COMPARISON. 

Compare  with  the  past  and  present.  Have  the 
children  learn  as  much  as  they  are  able  of  our  own 
city  government. 

3.  EXPRESSION. 

Have  the  children  show  by  description,  drawings, 
etc:,  what  their  ideas  are  of  the  different  forms 
of  Government  familiar  to  Columbus ;  of  our  own 
government. 

READ: 

The  Bell  of  Atri,  Longfellow. 

SING: 

Star  Spangled  Banner. 

America. 

Columbia  the  Gem  of  the  Ocean. 


222  ORGANIC  ED  VGA  TlON. 

VIII.     THE  CHURCH. 

1.  THE  STORY.   ' 

Religious  basis  of  art.  Cathedrals  in  Genoa, 
Milan,  Venice,  Seville.  Pictures,  decorations,  plays, 
processions,  ceremonials,  miracle  plays.  Music. 
Religious  zeal  of  Columbus.  Different  ways  in 
which  this  affected  his  life  (marriage,  La  Rabida, 
ideas  of  geography  and  astronomy,  *etc).  Dante's 
Divine  Comedy  should  be  used,  as  to  its  cardinal 
points,  in  this  connection. 

Show  photographs  of  Guido  Reni's  St.  Sebastian  and 
St.  Michael,  Raphael's  Transfiguration  and  Deliverance  of 
St.  Peter,  Leonardo  da  Vinci's  Last  Supper,  Michael 
Angelo's  ceiling  of  the  Sistine  Chapel  and  Last  Judgment. 
Contrast  the  idea  embodied  in  the  last  named,  with  that 
expressed  by  the  Greek  and  German  conceptions  of  the 
Three  Fates. 

For  pictures  of  illuminated  manuscripts  see  Allge- 
meine  Geschichte  der  Litteratur,  G.  Karpeles. 

2.  EXPRESSION. 

Build  cathedrals  with  blocks,  make  models  of 
them,  draw  and  paint  designs  used  in  the  interior 
decorations.  Carve  figures  and  designs  based  upon 
plant  and  animal  life,  in  both  soft  materials  and 

wood. 

RALEIGH. 

A.      ANALYSIS  OF    CHARACTER. 

The  story  of  Raleigh  should  be  used  in  connection  with 
that  of  Columbus ;  Raleigh  being  a  type-character  of  the 
later  Renaissance,  Columbus  of  the  earlier.  In  general, 
this  character  may  be  used  along  the  lines  followed  in  the 
study  of  Columbus. 


OUTLINES.  23 

In  the  period  of  development  for  which  Raleigh 
stands,  the  activity  of  the  child  is  much  what  it 
was  during  the  Columbus  epoch,  sturdy  and  pro- 
pulsive. It  is,  however,  directed  somewhat  differ- 
ently. During  the  Columbus  epoch  the  child's 
interest  is  rather  in  the  large  and  impersonal 
aspects  of  life.  In  the  Raleigh  epoch  these  things 
attract  him  still,  but  to  a  less  degree  than  the  more 
human  interests.  The  seething  manifold  life 
about  him  is  full  of  interest  to  him.  Questions  of 
motive  and  conduct  appeal  to  him.  Individuals 
as  individuals  begin  to  have'  a  certain  meaning. 
Human  life  in  its  literary  and  historical  records 
delights  him  more  than  ever  before.  He  begins  to 
understand,  to  some  extent,  his  inheritance.  The 
great  world  of  knowledge  opens  up  before  him. 
It  is  often  here  that  the  first  serious  passion  for 
knowledge  seizes  the  child,  and  he  determines  to 
be  "  educated." 

This  period  in  the  world's  history,  especially  in 
England,  seems  to  be  just  such  a  period  as  that 
described  in  the  life  of  the  child.  Raleigh  himself 
represents  the  enthusiasm  for  learning  character- 
istic of  the  time,  together  with  the  practical  energy 
which  made  his  learning  effective.  A  college-bred 
man,  a  soldier,  a  courtier,  an  explorer,  a  colonizer, 
an  author,  he  is  in  many  respects  the  best  embodi- 
ment of  the  many-sided  spirit  of  his  age. 

The  main  features  of  Raleigh's  life  should  be  familiar 
to  the  children  :  the  story  of  the  cloak,  to  show  his  court- 
liness, of  his  introducing  the  potato  into  England,  to  show 


224  ORGANIC  EDUCATION. 

his  practical  sense,  of  his  assistance  to  the  Huguenots,  to 
show  his  chivalric  instincts  to  help  the  oppressed. 

The  literature  of  the  period  should  be  freely  used, 
especially  that  of  Spenser.  The  story  of  the  Faerie  Queen 
will  be  found  well  told  in  Wright,  Children's  Stories  in 
English  Literature.  The  stories  of  some  of  Shakes- 
peare's plays  may  be  used  from  Charles  and  Mary  Lamb, 
Tales  from  Shakespeare,  as  edited  for  the  use  of  schools 
in  Ginn's  Classics  for  Children  series. 

B.       ETHICAL  AIMS. 

These  are  implied  in  the  foregoing  analysis.  The 
child's  new  sense  of  kinship  or  relationship  with 
all  the  world,  both  near  and  far,  past  and  present, 
should  be  intensified  by  constant  references  in 
specific  cases  to  our  debt  to  the  past  and  our  obli- 
gations to  all  the  present  world  about  us.  The 
historical  interest  should  be  fed  with  all  the 
material  it  demands,  and  the  child  led  to  see,  so 
far  as  he  can,  how  all  previous  races  have  lived  and 
died  that  he  might  have  the  fullness  of  life  he 
enjoys,  the  security,  the  material  comforts,  and  the 
intellectual  delights.  And  the  point  of  honor  may 
be  pressed,  as  to  the  obligation  involved  in  the 
acceptance  of  life  in  these  present  days.  The 
children  should  define  this  obligation  for  them- 
selves, in  detail,  the  teacher  perhaps  emphasizing 
the  duty  of  learning  what  the  past  has  to  teach  us 
for  the  guidance  of  pur  own  lives.  The  interest  in 
allegory  is  especially  strong  during  this  period,  as 
it  satisfies  the  exploring  instinct.  Hence  the  story 
of  the  Faerie  Queen  may  be  used  effectively,  to 


carry  forward  the  chivalric  spirit  into  the  moral 
realm,  as  to  supplement  upon  the  positive  side  the 
more  negative  influence  of  the  Divine  comedy. 

After  studying  the  Faerie  Queen,  the  children  may  be 
asked  to  write  or  draw  their  own  representations  of  the 
virtues. 

The  building  of  these  churches  belongs  to  a  much 
earlier  time,  the  study  of  them  here  is  as  a  preparation  for 
the  next  period. 

REFERENCE  BOOKS. 

Windsor.     Christopher  Columbus. 

Fiske.    Discovery  of  America. 

Irving.     Columbus. 

Castelar.     Life  of  Columbus  (Century  Magazine). 

Stories  of  Industry  (Educational  Publishing  Co.). 

Hale.     Stories  of  Invention. 

Burckhardt.     Civilization  of  the  Renaissance. 

Lacroix.  Manners,  Customs  and  Dress  of  the  Middle 
Ages. 

Malet.     Two  Thousand  Years  of  Guild  Life. 

Shaler.    First  Book  in  Geology. 

Lacroix.  The  Arts  in  the  Middle  Ages  and  the  Period 
of  the  Renaissance. 

Lacroix.  Science  and  Literature  in  the  Middle  Ages 
and  the  Period  of  the  Renaissance. 

Smith.     English  Guilds. 

Symonds.     History  of  the  Renaissance. 

Grimm.     Michael  Angelo. 

Lillie.     Story  of  Music  and  Musicians. 

Reade.    The  Cloister  and  the  Hearth. 

Clemens.    Joan  of  Arc. 

Gardiner.     Students'  History  of  England. 

Mrs.  Jameson.     Legends  of  the  Madonna. 

Mrs.  Jameson.     Legends  of  the  Saints. 
29 


226  ORGANIC  EDUCATION. 

Harrison.     In  Story-Land. 

Marco  Polo's  Travels. 

Frye.     Primary  Geography. 

Werner's  Primary  Geography. 

Tarr.     Elementary  Physical  Geography. 

Simmons.     Physiography  for  Beginners. 

Radcliffe.     Schools  and  Masters  of  Painting. 

PICTURES. 

St.  Mark's  in  Venice. 

Ducal  Palace  in  Venice. 

Views  of  Venice. 

Views  of  Geneva. 

Views  of  the  Alhambra. 

Pictures  of  the  Sea. 

Landing  of  Columbus.     Van  der  Lyn. 

Columbus  at  the  Convent.     Berchino. 

Columbus  and  the  Egg.     Rlffenstein. 

Joan  of  Arc.     (Statue.)     F  rennet. 

Joan  of  Arc.    Maillart. 

Joan  of  Arc  Before  a  Shrine.    Mine,  de  Chatillon. 

Three  Fates.    Michael  Angelo. 

Children  (from  the  Assumption).     Titian. 

Statue  of  Columbus  (Geneva). 

Statue  of  Columbus  (Boston  Art  Museum). 

Statue  of  Columbus.    Canova. 

Princess  Mary  and  the  Prince  of  Orange.     Van  Dyck. 

The  Broken  Pitcher.     Greuze. 

Castles  in  Spain.    Brown. 

Whole  and  Details  of  Amiens  Cathedral. 

Lichfield  Cathedral. 

Peterborough  Cathedral. 

Wells  Cathedral. 

Canterbury  Cathedral. 

York  Cathedral. 

Ely  Cathedral. 

Melrose  Abbey. 

Westminster  Abbey. 


OUTLINES.  227 

THE  PURITANS. 

Grade  B  4. 
Ages  of  children,  ten  to  eleven  years. 

A.       ANALYSIS  OF  CHARACTER. 

In  child-character,  as  well  as  in  that  of  a  nation, 
the  epoch  of  effervescence  in  intellectual  life,  of 
large  speculations,  of  tingling  possibilities  and  of 
boundless  ambitions,  is  likely  to  be  followed  by  a 
period  of  self-control  and  repression,  under  the 
influence  of  a  dominant  ideal  which  the  excursive 
period  brought  to  consciousness.  This  ideal  is 
sternly  translated  into  conduct  and  sits  in  judg- 
ment upon  all  the  life.  If  the  individual  ever 
reaches  this  stage  of  Puritanism  it  is  after  a  period 
of  high-wrought  intellectual  activity,  such  as  that 
typified  by  Raleigh.  It  is  the  Roman  period  come 
•again,  but  with  a  richer  content.  The  epoch  of 
Puritanism  in  England,  culminating  in  the  exodus 
of  the  pilgrims  to  America,  is  thus  the  appropriate 
study  for  this  stage  of  development  in  the  indi- 
vidual. The  ideal  characters  for  this  period  are, 
in  England,  Cromwell,  Hampden,  Milton  and 
Bunyan;  in  Holland,  William  of  Orange;  and  in 
America,  Miles  Standish. 

Read  Longfellow's  Courtship  of  Miles  Standish,  Mrs. 
Hemans's  Landing  of  the  Pilgrims,  Bunyan's  Pilgrim's 
Progress  and  possibly  selections  from  Milton's  Paradise 
Lost.  Show  pictures  of  Milton  and  Buuyau,  illustrations 
of  Paradise  Lost  and  Pilgrim's  Progress,  Remington's  pic- 
ture of  Priscilla,  pictures  in  the  Rotunda  in  the  Capitol  a^ 


228  ORGANIC  ED  VGA  TION. 

Washington,  pictures  by  Rembrandt  and  Van  Dyck,  and 
the  following: 

On  the  Beach  at  Scheveningen.     Mesdag. 

Orphan  Girls  (Amsterdam).     Menten. 

Driving  Cattle  Homeward  (Holland).     Bakhuyzen. 

A.       ETHICAL    AIMS. 

Liberty  of  conscience,  and  the  supremacy  of 
conscience  in  the  individual  life,  are  the  ideals  of 
Puritanism.  The  idea  of  personal  responsibility  is 
dominant,  and  should  not  be  weakened  by  the 
eacher,  but  only  made  as  intelligent  as  possible. 
The  children  should  recognize  a  duty  not  only  to 
obey  the  dictates  of  conscience,  but  to  give  con- 
science all  the  light  possible.  In  this  connection 
the  derivation  of  the  word  conscience  may  be  used 
to  call  attention  to  the  fact  that  it  means  "knowing 
things  together,"  seeing  all  sides  of  a  question, 
and  then  making  up  one's  mind  what  is  right  to 
do.  The  Puritan  intensity  of  moral  concentration 
which  brought  the  conscience  to  bear  upon  the 
smallest  details  of  life  may  safely  be  encouraged 
in  the  children.  Their  purity  of  life,  dignity  and 
courtesy  of  manner,  seriousness  and  reserve  in 
conversation  are  direct  results  of  this  tendency  to 
unify  life  about  their  ideal. 

B.    GENERAL  STATEMENT  OF    MATERIAL. 

From  the  references  the  outlines  of  Puritan  his- 
tory in  England,  and  after  their  flight  to  Holland 


OUTLINES.  229 

may  be  obtained  by  the  teacher.  The  debt  of 
American  civilization  to  Holland  should  be  noted, 
especially  the  fact  that  the  Pilgrims  learned  in 
Holland  the  practical  possibilities  of  a  free  govern- 
ment, free  speech  and  free  schools,  afterwards  to 
be  embodied  in  our  institutions.  The  thrift  of  the 
Dutch,  their  inventions  and  industries,  also  had  an 
influence  upon  the  early  life  of  the  colonies.  The 
history  of  Holland  itself  should  be  taught  in  out- 
line, with  especial  reference  to  the  character  of 
William  of  Orange. 

Before  the  life  of  the  Puritans  in  America  can 
be  intelligently  studied,  the  earlier  inhabitants  of 
the  country  must  be  considered,  the  Indians  (in- 
cluding the  Mound  Builders),  the  Cliff  Dwellers 
and  the  Aztecs,  with  some  account  of  a  few  of  the 
earlier  explorers  and  colonists,  as  Cortez,  De  Soto. 
and  John  Smith. 

But  even  further  back  than  this  we  must  go  to 
understand  fully  the  struggle  of  the  Pilgrims  for 
life  upon  the  continent.  With  their  coming  to 
America  began  almost  a  repetition  of  what  had 
taken  place  in  the  progress  of  the  race  up  to  this 
time  in  the  conquest  of  the  physical  environment 
on  one  side,  and  the  differentiation  of  social  insti- 
tutions on  the  other.  But  there  was  this  differ- 
ence :  those  who  repeated  the  race  struggle  had 
the  advantage  of  physical,  mental  and  moral  in- 
heritances from  all  the  ages  of  the  past.  The 
acquisitions  of  the  race  were  theirs  in  idea,  if  not 
in  expression.  If  they  had  not  the  tools,  they 


230  ORGANIC  EDUCATION. 

knew  the  value  of  them  and  how  to  make  them. 
If  they  had  no  schools,  no  central  government, 
they  were  not  without  the  desire  to  establish  the 
one,  or  the  knowledge  of  the  benefits  and  dangers 
of  the  other.  What  sort  of  country  was  this  to 
which  they  had  come?  To  understand  thoroughly 
its  physical  conditions,  we  need  to  know  the  life 
history  of  the  planet  as  well  as  that  of  our  own 
continent,  to  know  its  constituents,  land,  water, 
and  atmosphere,  to  determine  its  form,  structure, 
and  position,  and  the  various  forces  acting  upon 
it;  to  learn  how  man  has  measured  the  earth  for 
his  own  convenience,  as  by  parallels,  etc ;  to  know 
what  the  mountains  are,  what  carved  the  valleys, 
how 'the  deposits  of  minerals  and  metals  came  to 
be  placed  where  they  are,  what  gives  us  the  fertile 
soil  in  one  place,  the  barren  in  another;  to  locate 
the  great  life  regions  of  plants  and  animals,  to 
classify  the  animals  of  the  continent  in  their 
order  of  development,  and  to  study  one  member 
of  each  class.  In  this  way,  we  may,  perhaps, 
come  to  see  by  what  means,  through  the  ages,  this 
continent  was  prepared  to  be  the  home  of  our 
people. 

1.  NATURE-STUDY. 

The  work  in  science  has  perhaps  been  sufficiently 
indicated  in  the  foregoing  pages.  The  study  of 
the  history  of  the  planet  of  course  involves  the 
presentation  of  the  nebular  f theory,  which  should 
be  made  as  concrete  as  possible  by  models,  etc. 


OUTLINES.  231 

As  a  result  of  this  children  should  understand  the 
solar  system  as  it  now  is. 

In  the  study  of  the  life  history  of  the  planet,  many 
myths  that  were  to  the  people  of  early  times  what  scien- 
tific facts  are  to  the  present  may  be  given,  with  their  inter- 
pretations, such  as  the  various  stories  of  creation;  of 
Atlas,  and  Hercules;  of  the  wind  (Orpheus,  The  Piper  of 
Hamlin,  Pan) ;  of  the  sun,  moon,  planets  and  constella- 
tions. The  best  literature  on  these  subjects  should  be 
used.  For  the  present  scientific  view,  current  magazines 
will  often  furnish  what  is  needed.  In  poetry  The  Fossil 
Fern  and  The  Finding  of  the  Lyre,  by  Lowell,  maybe  used, 
and  Ovid's  Story  of  Phaeton.  Appropriate  pictures  for  the 
stories  have  been  mentioned  in  work  for  previous  grades. 

2.  MEASURE. 

A  great  deal  of  work  with  number  and  form  is 
necessary  to  give  clear  conceptions  of  the  work  in 
this  grade.  Such  topics  as  the  deposits  of  the  coal 
age,  the  effects  of  the  ice  age,  of  heat,  the  measure- 
ments of  the  earth,  method  and  distribution  of  pro- 
ducts, etc.,  call  for  the  application  of  standards 
for  measuring  area,  bulk,  capacity,  position,  weight, 
heat,  time,  etc.,  and  require  the  accurate  use  of 
such  fundamental  mathematical  processes  as  frac- 
tions, and  percentage. 

3.  EXPRESSION. 

The  expression  work  grows  out  of  both  the  his- 
torical and  the  science  study.  For  the  first,  des- 
cription and  narration  illustrated  by  drawings  may 
be  used.  So  far  as  science  is  concerned,  the 
expression  work  consists  in  drawing  diagrams, 


232  ORGANIC  EDUCATION. 

maps  and  pictures,  in  making  models  of  the 
solar  system,  in  constructing  the  material  used  in 
experimentation,  in  drawing  and  painting  the 
plants  and  animals  studied  and  imaginary  subjects 
from  the  study  of  the  myths.  Considerable  repro- 
duction would  grow  out  of  the  historical  side  of  the 
work ;  as,  copying  drawings  of  the  implements  of 
the  Monnd  Builder,  and  pictures  to  show  the  life 
of  the  Puritans. 

BOOKS    OF   REFERENCE. 

Motley,  Rise  of  the  Dutch  Republic. 

Motley,  History  of  the  United  Netherlands. 

Grattau,  Netherlands. 

Campbell,  The  Puritan  in  His  Three  Homes. 

Green,  History  of  the  English  People. 

Guizot,  History  of  England. 

VonRanke,  A  History  of  England. 

Fiske,  History  of  the  United  States. 

Winchell,  Walks  and  Talks  in  the  Geological  Field. 

Gunning,  Life  History  of  Our  Planet. 

Ball,  Starland. 

Buckley,  A  Short  History  of  Natural  Science. 

Buckley,  Fairyland  of  Science. 

Buckley,  Life  and  Her  Children. 

Fiske,  Excursions  of  an  Evolutionist. 

Lubbock,  Flowers,  Fruits  and  Leaves. 

Cox,  Tales  of  Ancient  Greece. 

Gailey,  Classic  Myths. 

Guerber,  Myths  of  Greece  and  Rome. 

Hartland,  Science  of  Fairy  Tales. 

Baring-Gould,  Curious  Myths  of  the  Middle  Ages. 

Bunce,  Fairy  Tales,  Their  Origin  and  Meaning. 

Lang,  Custom  and  Myth. 


OUTLINES.  233 

Poor,  Sanskrit  aud  Kindred  Literature. 
Fiske,  The  Beginnings  of  New  England. 

BOOKS    THAT    MAY    BE    HEAD    BY   THE    CHILENDR. 

Eggleston,  Primary  History. 

Dodge,  Stories  of  American  History. 

Our  World  Readers. 

Scribner's  Geographical  Reader. 

Larkin  Dunton,  The  World  and  Its  People,  Book  III. 

Jane  Andrews,  Seven  Little  Sisters. 

McMurray,  Pioneer  Stories. 

Wright,  Seaside  and  Wayside. 

Longfellow,  Hiawatha. 

Scudder,  Fables  and  Folk  Stories. 

Field,  A  Little  Book  of  Profitable  Tales. 

Mara  Pratt,  Story  Laud  of  Stars. 

Kingsley,  Greek  Heroes. 

Franklin,  Gods  and  Heroes. 

Hawthorne,  Tanglewood  Tales, 

The  institutional  life  of  this  period  should  be  abstracted 
by  the  children  from  concrete  material  used  by  the  teacher 
or  read  by  the  children.  For  example,  from  The  Court- 
ship of  Miles  Standish,  by  Longfellow,  the  essential 
ideas  may  be  gained  of  early  Puritan  life  in  this  country. 

PICTURES. 

Pinwell,  Piper  of  Hamlin. 

Kaulbach,  The  Pied  Piper. 

Beyschlag,  Orpheus. 

Watts,  Orpheus. 

Leightou,  Orpheus. 

Remington,  Priscilla. 

Wein,  Embarkation  of  the  Pilgrims. 

Millais,  The  Princess  in  the  Tower. 

30 


234  ORGANIC  EDUCATION. 

Millais,  Princess  Elizabeth  in  Prison. 
Boughton,  Pilgrims  Going  to  Church. 

Compact  in  the  Cabin  of  the  Mayflower. 

Landing  of  Pilgrims. 
Kichards,  Evangeliue  and  Gabriel. 

BELIEFS  AND    STATUES. 

Mercury  (Florentine). 

Orpheus,   Eurydice,  and  Mercury  (National   Museum, 
Naples). 


THE  DEVELOPMENT  OF  THE  NATION. 
Grade  A  4. 

Ages  of  children,  ten  to  eleven  years. 

A.       ETHICAL  AIMS. 

The  children  are  alert  to  all  going  on  around 
them,  and  are  eager  to  know  what  lies  behind  and 
beneath  what  they  see  and  know.  The  practical, 
the  successful  begins  to  appeal  more  strongly  to 
them.  Knowledge  is  of  value  as  it  can  be  applied. 
There  is  danger  to  our  national  life  if  this  tendency 
is  over-developed,  as  it  often  is.  The  so-called 
practical,  industrial  ideal  has  been  emphasized  till 
wealth  and  success  are  the  objects  of  worship. 
The  potentialities  of  the  child  are  greater  if  the 
inspiration  of  life  is  from  noble  ideals  of  achieve- 
ment of  character,  co-operation,  beauty  of  living 
and  richness  of  knowledge. 

B.       GENERAL  STATEMENT  OF  MATERIAL. 

In  this  grade  tjie  development  of  our  nation  is 
traced  from  early  colonial  days  down  to  the  pres- 


OUTLINES.  235 

ent,  in  its  general  outlines,  with  especial  reference 
to  industrial  and  social  progress  in  the  conquest 
over  physical  environment,  acquisition  of  territory 
and  the  making  of  the  nation. 

A  broad,  rapid  view  of  the  whole  period  ot  national 
development  is  demanded  here,  not  only  logically  but  as  a 
matter  of  practical  desirability,  since  so  many  children 
leave  school  very  soon  after  this  grade  is  reached. 

The  study  of  industrial  progress,  inventions,  etc., 
should  in  every  case  grow  directly  from  the  last  half- 
year's  study  of  physical  conditions  upon  the  American  con- 
tinent. Each  invention  should  be  connected  with  the 
particular  obstacle  overcome,  as  the  steam  engine  with 
structure,  the  steamboat  with  drainage,  etc. 

In  the  general  survey  of  this  period  will  be  con- 
sidered the  national  heroes,  not  alone  those  of  war, 
but  of  industry  as  well;  Washington,  Franklin, 
Jefferson,  Webster,  Lincoln,  Harriet  Beecher 
Stowe,  Whitney,  Fulton,  Morse,  Field,  Edison  and 
Tesla.  Some  of  these  characters  should  be  studied 
for  the  lesson  their  lives  teach,  as  well  as  for  the 
distinctive  acts  for  which  they  are  known,  others 
merely  for  their  important  acts. 

For  beautiful  pictures  of  ideal  family  relationships,  for 
historical  material  and  descriptions  of  many  portions  of 
our  country,  the  poem  of  Evangeline  may  be  recommended 
for  this  grade.  Many  selections  may  be  used  for  reading 
material.  Richard's  picture  of  Gabriel  and  Evangeline 
should  be  shown.  (Detroit  Art  Museum.) 

Read:  Washington's  Farewell  Address,  the  Declara- 
tion of  Independence,  selections  from  Franklin's  Poor 


236  .  ORGANIC  ED  VGA  TION. 

Richard's  Almanac,  from  Lincoln's  Gettysburg  address 
and  from  Webster's  Bunker  Hill  orations,  some  of  Whit- 
tier's  Songs  of  Freedom,  Mrs.  Stowe's  Uncle  Tom's  Cabin, 
Saxe's  How  Cyrus  Laid  the  Cable,  Holmes'  Washington 
Elm,  One  Hoss  Shay,  Broomstick  Train  and  Washington 
Tea  Party,  Longfellow's  Paul  Revere's  Ride,  Whittier's 
Barbara  Freitchie,  Seed  Time  and  Harvest,  The  Shoe- 
makers, The  Lumbermen,  The  Huskers  and  The  Corn 
Song,  may  be  read  in  this  grade. 

The  progress  of  the  country  should  be  traced 
through  its  struggles  for  freedom,  self-government 
and  preservation  of  the  Union,  not,  however,  over- 
emphasizing the  war-element  in  our  history.  The 
acquisition  of  new  territory  should  be  noted. 
Especial  stress  should  be  laid  upon  the  growing 
unity  of  the  people  through  improved  facilities  for 
communication,  etc.  The  growth  of  monopolies  at 
equal  pace  with  the  progress  of  industrial  and 
commercial  development,  is  an  important  feature 
of  the  period.  The  children  should  especially 
begin  to  realize  something  of  the  results  of  indus- 
trial progress  in  bringing  within  the  reach  of  all 
such  means  for  the  enrichment  of  life,  as  news- 
papers, magazines  and  books,  public  libraries  and 
art  galleries,  cheap  but  beautiful  reprints  of  great 
pictures  and  statuary,  the  beautifying  of  public 
and  private  property,  opportunities  for  inexpensive 
recreations  and  pleasures,  etc.  Such  realization  is 
of  the  highest  ethical  value,  as  stimulating  the 
individual  to  make  these  advantages  his  own. 

In  connection  with  the   study  of  Franklin  and 


OUTLINES.  237 

Morse,  some  simple  experiments  in  electricity 
sho.uld  be  performed,  and  electrical  standards  of 
measurement  explained.  In  connection  witli  Ful- 
ton, the  subject  of  coal-formation  should  be 
reviewed  from  the  preceding  grade,  experiments 
in  the  use  of  steam  power  described  and  measure- 
ments explained.  All  machinery  invented  during 
this  period  should  become  familiar  in  principle, 
its  power  or  capacity  should  be  measured  by  the 
appropriate  standards,  and  comparisons  drawn 
in  detail  between  the  work  accomplished  by 
machinery  now  and  that  formerly  accomplished 
by  hand-  or  horse-power.  Such  comparison  and 
measuring  involves  the  use  of  all  the  ordin- 
ary standards  of  measurement,  and  of  many 
not  commonly  known,  such  as  those  fgr  gas, 
electricity,  steam-power,  etc.  The  measurements 
involved  in  the  construction  and  use  of  the 
thermometer  and  barometer  should  also  be  stud- 
ied. 

Some  of  the  more  important  inventions  should 
be  reproduced  so  as  to  show  the  principle  involved ; 
and  pictures,  diagrams  or  maps  used  to  illus- 
trate all  material.  Patriotic  speeches  should  be 
made  by  the  children,  and  the  national  songs 
sung. 

The  study  of  the  United  States  is  followed  in 
this  grade  by  a  brief  study  of  the  other  nations  of 
North  America,  as  our  nearest  neighbors;  their 
physical  environment,  industrial  status,  form  of 
government  and  relation  with  us. 


238  ORGANIC  ED  VGA  TION. 

BOOKS   THAT   MAY    BE    READ    BY   THE    CHILDREN. 

Montgomery,  Beginner's  American  History. 

McMurray,  Pioneer  Stories. 

Larkin  Dunton,  The  World  and  its  people,  Book  IV. 

Scribner's  Geographical  Reader. 

Our  World  Reader. 

Longfellow,  Evangeline. 

Robinson  Crusoe. 

Ruskin,  King  of  the  Golden  River. 

Kingsley,  Water  Babies. 

Franklin,  Autobiography. 

Eggleston,  Primary  History. 

BOOKS  OP  REFERENCE. 

Story  of  our  continent,  Shaler. 
The  United  States  of  America,  Shaler. 
History  of  the  United  States,  Fiske. 
American  Commonwealth,  Bryce. 

Much  of  the  best  material  will  be  found  in  the  current 
magazines. 

PICTURES. 

Bouguereau,  Wheedling, 
Peel,  An  Unexpected  Meeting. 
Greuze,  Young  Girl. 

Meyer  Von  Bremen,  The  Wounded  Lamb. 
Leighton,  The  Music  Lesson. 
Borckman,  Mozart  and  his  Sister. 
II  Rosso  Fiorentino,  Angel  Playing  on  the  Lute. 
Guido  Reni,  St.  Sebastian,  (Rome). 
Pictures  of  the  characters  studied. 
Photochroms  of  scenery  in  America. 
Pictures  of  historic  places. 
Pictures  of  significant  events  in  our  history. 
Pictures  showing  the  evolution  of  inventions  and  indus- 
tries. 

Reliefs,  busts,  statues. 


OUTLINES.  239 

Reliefs  of  the  bronze  doors  at  the  Capitol,  Washington. 
Reliefs  of  Ghiberti's  Gates,  Florence. 
Statues  or  busts  of  some  of  our  greatest  men. 

Grade  B  5. 
GENERAL  STATEMENT  OF  AIM  AND  MATERIAL. 

In  the  grammar  grades  the  child  can  grasp 
complexer  relations  than  in  the  grades  below,  and 
hence  is  able  to  make  a  more  elaborate  study  of 
the  subjects  considered.  In  order  that  he  may 
understand  his  own  life,  he  must  know  the  influ- 
ences working  around  him ;  to  comprehend  these 
he  must  know  their  history.  So,  first  his  own 
country  is  studied  to  see  what  elements  enter  into 
the  life  of  the  present.  The  development  of  pres- 
ent social  institutions  is  considered  not  as  a  whole 
as  before,  but  as  seen  in  different  sections  of  country 
which  show  diversity  of  life  and  development 
under  diversity  of  conditions.  This  study  should 
form  a  basis  from  which,  comprehended  more 
clearly  by  further  study,  he  may  to  some  extent 
forecast  the  future,  and  so  secure  such  advan- 
tages for  himself  and  others  as  this  means  may 
afford. 

After  the  study  of  our  own  country  we  view  other 
countries  and  continents  as  our  neighbors.  The 
study  of  our  neighboring  continents  in  their 
historical  and  sociological  aspects  will  mean 
always  three  things :  A  consideration  (1)  of  our 
indebtedness  to  them  in  the  past,  (2)  of  our  rela- 
tions to  them  in  the  present,  and  (3)  of  the  prob- 


240  ORGANIC  EDUCATION. 

able  advantage  or  disadvantage  on  both  sides 
of  maintaining  these  relations  in  the  future.  Its 
scientific  phase  will  consist  of  studies  in  the  mu- 
tual action  and  re-action  of  man's  inheritances 
and  his  environment. 

Statues,  pictures,  buildings,  songs,  poems,  stories 
or  other  literary  forms  belonging  to  or  representative  of 
each  section  are  used  in  connection  with  the  study  of  it. 
In  the  study  of  the  New  England  section,  as  connected 
with  the  structure,  the  children  may  read  Hawthorne's 
Great  Stone  Face,  Jordan's  Story  of  a  Stone;  with  the 
drainage,  Longfellow's  Mad  River  in  the  White  Moun- 
tains, or  Whittier's  Merrimac  River.  The  climate  may 
be  shown  through  Snow-Bound  and  the  prelude  to 
Among  the  Hills,  by  Whittier.  These  poems  are  also 
valuable  as  showing  New  England  life.  In  literature 
there  is  an  embarrassment  of  riches.  If  with  each 
section  the  noted  writers  of  that  section  are  connected  and 
wherever  available  their  writings  are  used,  the  children 
will  come  to  have  an  appreciation  and  knowledge  of  these 
writers,  and  a  love  for  good  literature,  greater  than  can  be 
gained  in  any  other  way. 

The  following  are  further  suggestions  for  reading : 

Bryant : 

Monument  Mountain. 

The  Fringed  Gentian. 

Twenty-second  of  December. 

The  Tides. 

Song  of  Marion's  Men. 

Scene  on  the  Banks  of  the  Hudson. 

Song  of  the  Sower. 

The  Builders. 


OUTLINES.  241 

Whittier: 
Chicago. 

Centennial  Hymn. 
The  Pumpkin. 
The  Kansas  Emigrants. 
To  Pennsylvania. 
The  Pass  of  the  Sierras. 

Longfellow  : 
Hiawatha. 
Evangeline. 
Skeleton  in  Armor. 
Village  Blacksmith. 
Arsenal  at  Springfield. 
Old  Clock  on  the  Stairs. 
Building  of  the  Ship. 
Miles  Staudish. 
Paul  Revere's  Ride. 
Charles  Sumner. 
The  Poet's  Calendar. 
Faneuil  Hall. 

The  Last  Walk  in  Autumn. 
The  Mayflowers. 
The  Witch's  Daughter. 
Mountain  Pictures. 
Trailing  Arbutus. 

Lowell  : 

Wendell  Phillips. 

Slave  in  the  Dismal  Swamp. 

Holmes  : 

The  Ploughman. 

Irving: 

Description  of  the  West. 
Rip  Van  Winkle. 
Legend  of  Sleepy  Hollow. 
31 


UNIVERSITY 


242  ORGANIC  EDUCATION. 

C.  D.  Warner: 

Great  Northwest. 

Sidney  Lauier: 
Corn. 
The  Symphony. 

Geo.  W.  Cable : 

Burning  of  St.  Michael's. 
Beautiful  Willamette. 

The  Art  and  Architecture  of  the  World's  Fair  (30 
Vols.,  Barrie,  publisher),  or  any  other  good  illustrations  of 
the  same  subject,  may  be  used  in  this  grade. 

Each  section  is  to  be  studied  under  the  following 
outline : 

(1)  Review  of    the   physical   conditions  of    the 
section. 

(2)  Original  settlers  and  present  inhabitants,    a. 
Personal  characteristics,  b.  Appearance,  c.  Cloth- 
ing, etc. 

(3)  Development  of  home  life  from  beginning  to 
present,    a.  Family  ties.    b.  Environment,  (natural 
and   artificial),      c.   Structure   of    the   house,    (its 
adaptation  to  environment,  its  beauty,  etc.). 

(4)  Development   of    school    life.      a.    Famous 
institutions,     b.  Noted  teachers,     c.  Influence   of 
American  ideals,     d.  Influence  of  foreign  methods. 

(5)  Development  of    social    life.     a.   Modifying 
influences,     b.  Distinguishing  characteristics. 

(6)  Development   of    industrial   life.      a.  Great 
inventors  and  their  inventions,     b.  Other  causes 
of  development,     c.  Centers  of  Industry  and  trade. 


OUTLINES.  243 

(7)  Development  of  State  life.    a.  Political  insti- 
tutions, (as  reflecting  general  intelligence  and  as 
disseminating  general  intelligence),     b.  Characters 
of  political  history,     c.  Centers  of  political  influ- 
ence,    d.  Historic  places,  monuments,  etc. 

(8)  Development    of  church.      (As    affected  by 
and  as  affecting  other  social  institutions.) 

The  presentation  should  be  through  the  concrete  wher- 
ever possible. 

The  sections  studied  of  our  own  country  are  as 
follows  (the  name  of  the  character  or  characters 
connected  with  its  early  development  and  designed 
for  special  study  being  placed  after  the  name  of 
the  section). 

These  characters  are  to  be  studied  with  varying  fullness 
of  detail  according  to  their  representative  quality  or  the 
significance  of  their  lives  in  the  development  of  the 
section. 

New  England — Miles  Standish. 

New  York — Henry  Hudson. 

Middle  Atlantic — William  Penn. 

South  Atlantic — John  Smith  and  Lord  Balti- 
more. 

Gulf — Oglethorpe. 

South  Central — Boon,  Robertson,  Sevier. 

North  Central — Clark,  Putnam,  Marquette. 

South  Western — Houston. 

Western  and  Rocky  Mountains  —  Whitman, 
Rogers  and  Clark. 


244  ORGANIC  EDUCATION. 

North  Pacific — Robert  Gray. 
South  Pacific — Sutler. 

South  America  is  considered  first  as  to  its  physical 
features,  then  as  to  the  inhabitants  found  there 
by  the  early  discoverers  and  conquerors.  After- 
ward the  states  as  they  exist  to-day  are  studied. 
The  people  of  these  states  are  studied  under  the 
topics  used  before,  as  character,  appearance, 
clothing,  home,  etc. 

1.  NATURE-STUDY. 

The  children  should  study  more  systematically 
than,  in  previous  grades,  the  typical  plants  and 
animals  in  their  own  environment  to  see  the  relation 
of  structure  to  function  and  environment.  This 
should  form  a  basis  for  understanding  differ- 
ences in  the  life  of  the  different  sections. 

2.  MEASUREMENT. 

To  make  clear  the  development  of  the  different 
sections  in  the  various  lines  mentioned  a  great  deal 
of  use  is  made  of  form  and  number.  The  children 
should  know  perfectly  all  processes  with  fractions 
and  decimals  and  simple  work  in  percentage. 

BOOKS    THAT   MAY    BE    READ    BY   THE    CHILDREN. 

McMurray,  Pioneer  History  Stories. 
Wright,  Stories  from  Am'erican  History. 
Jane  Andrews,  Ten  Boys. 
Jane  Andrews,  Stories  Mother  Nature  Told. 
Montgomery,  American  History. 
Newell,  Botanical  Reader. 


OUTLINES.  245 

Wright,  Seaside  and  Wayside  Readers. 

Shaler,  Story  of  Our  Continent. 

Dunton  (Vols.  III.  ami  IV.),  Th^  World  and  its  People. 

BOOKS   OF   REFERENCE. 

Shater,  The  United  States  of  America^. 
Andrews  (Scribn«r's  Magazine),  A  History  of  t!l¥e  Last 
Quarter-Century  in  the  United  States. 

Wright,  Industrial  Evolution  in  the  United  States. 

Higgius,  New  Guide  to  the  Pacific  Coast. 

Warner,  Our  Italy. 

Wright,  Stories  of  American  Inventors. 

Harper's  -Magazine,  Spanish-  American  Republics. 

Parkniaa-,  Discovery  of  the  Great  West. 

Morley,  Song  of  Life. 

Lubbock,  Beauties  of  Nature. 

Lubbock,  Flowers,  Fruits  and  Leaves. 

W.  Hamilton  Gibson,  Sharp  Eyes. 

Reclus,  The  Earth  and1  its  Inhabitants. 

STORY. 

Expression:  maps,  diagrams,  charts,  models, 
drawing,  painting  and  modeling  of  nature  work, 
description  and  narration*  both  oral  ands  w^itittenl 

PICTURED. 

Photographs  of  American  and  South  American  Scenery. 
Views  of  important1  cities. 
Photochroms  of  American  scenery. 
Pictures  of  the  characters  studied. 

RELIEFS  AND 'STATUES. 

Donatello'Glierubs  from  Safl  Antonio  althr,  Padhfc  (fcix 
groups). 

Victory  (Nike)  decorating  a  Trophy. 
Winged  Victory. 
Bust  of  Lincoln. 
Bust  of  Washington: 


246  ORGANIC  EDUCATION. 

Grade  A  5. 

A.       ETHICAL    AIM. 

The  children  of  this  and  of  several  following 
grades  seem  mostly  interested  in  that  which  will 
bring  business  success.  They  are  easily  contented 
with  what  "  everybody  does  "  and  are  disinclined 
to  hold  a  higher  independent  standard.  They  are 
interested  in  tracing  phenomena  back  to  their 
causes.  They  care  to  know  the  relations  of  things 
and  do  not  willingly  follow  a  subject  unless  the 
relations  are  clear.  Competition  is  a  prominent 
instinct. 

The  desire  for  boisterous  physical  exercises  seen 
in  the  children  before  this  grade  seems  to  be  turn- 
ing to  a  desire  for  energetic  action  but  with  some 
purpose  besides  play. 

B.       GENERAL    STATEMENT    OF    MATERIAL. 

After  studying  the  development  of  our  own  and 
of  our  sister  continent,  the  child  turns  to  Europe, 
that  continent  which  was  the  earlier  home  of  our 
race,  and  the  cradle  of  our  civilization.  The  study 
of  Europe  is  begun  at  this  period  not  only  be- 
cause of  its  past  relations  to  us,  and  the  rich 
heritage  of  experiences,  inventions  and  arts  that 
we  now  hold  from  it;  but  because  our  closest  con- 
tact in  the  present,  industrially,  commercially,  and 
socially,  is  with  Europe. 

Here  we  first  study,  as  before,  the  physical 
environment  with  which  our  ancestors  came  in 


OUTLINES.  247 

contact.  We  then  study,  in  the  order  of  historic 
development,  the  political  divisions  of  Europe.  • 
The  history  of  each  country  is  studied  in  its  broad 
outlines,  with  especial  emphasis  upon  the  social 
institutions  as  affecting  and  as  affected  by  our- 
selves. That  which  has  been  most  influential  and 
that  which  still  yields  most  pleasure  in  the  lives  of 
great  men,  in  science,  inventions  and  arts,  is  made 
familiar  to  the  children.  The  time  for  this  work 
is  so  limited  and  the  material  so  abundant  that 
the  greatest  care  will  be  necessary  in  selecting  the 
material  for  study.  Institutional  life  should  be 
presented  through  the  concrete  wherever  possible. 
So  far  as  the  end  of  education  is  concerned 
the  masterworks  in  architecture,  sculpture,  paint- 
ing, literature  and  music  will  yield  better  results 
than  detailed  descriptions  of  rivers,  capes,  etc.  The 
physical  features  are  not  to  be  neglected,  but  the 
purpose  for  which  they  are  studied  should  be  kept 
in  mind  and  the  time  and  attention  allowed  them 
should  be  determined  by  this.  Our  commercial 
relations  with  Europe  are  important  and  affect  our 
daily  living  but  not  less  important  is  the  constant 
interchange  of  ideas.  The  children  having  once 
obtained  a  glimpse  of  our  relations  will  be  inter- 
ested to  follow  future  developments  for  themselves. 

In  the  study  of  the  continent  as  a  whole  only  the  most 
significant  feature  should  be  noticed,  such  as  structure  and 
outline  in  general,  drainage,  climate,  and  productions.  Any 
details  which  are  necessary  may  be  connected  with  the 
study  of  the  political  divisions. 


248  ORGA  NIC  ED  UCA  TION. 

The  children  should  have  considerable  power  in 
interpreting  maps  by  the  time  they  reach  this 
grade. 

The  study  of  each  political  division,  taken  in  order  of 
its  historical  development,  should  cover  the  following 
points: 

(1)  General  view  of  physical  features,  to  indicate  their 
relation  to  the  whole  continent,  and  the  probable  effect 
upon  the  people,  industries,  etc. 

(2)  A  study  of  the  character,  appearance  and  clothing 
of  the  people. 

(3)  A  short  history  of  the  development  of  the  people, 
politically. 

A  study  of  the  other  social  institutions:  home,  school, 
social  life^  industrial  life,  church. 

The  central  thought  in  the  political  history  should  be 
the  development  ol  political  freedom.  In  the  study  of 
each  political  division,  everything  which  illustrates  the 
actual  life  of  the  time,  such  as  products,  inventions,  uten- 
sils, ornaments,  statuary,  pictures,  stones,  poems,  etc., 
should  be  shown  by  the  teacher,  in  an  endeavor  by  all 
possible  means  to  make  the  civilization  of  the  country 
real  to  the  children.  They  should  fairly  live  in  each 
country  as  they  study  it.  The  topics  need  not  nec- 
essarily be  taken  in  this  order,  and  often  the  institu- 
tions are  so  interrelated  that  they  cannot  be  easily  separ- 
ated. The  work  should  be  in  the  concrete  :  the  life  of  some 
representative  man  may  show  the  meaning  of  the  state  at 
a  certain  period  better  than  a  lecture  on  the  period  would. 
A  picture  of  a  gladiatorial  contest  in  the  coliseum  would 
mean  more  than  a  bare  statement. 

At  every  point  comparisons  should  be  drawn 
between  the  physical  features,  political  history  and 


OUTLINES.  249 

civilization  of  the  country  studied,  and  of  other 
countries  of  the  past  and  of  the  present,  especially 
our  own. 

1.  MEASURE. 

Considerable  attention  to  measure  will  be  needed 
in  order  that  the  children  may  gain  correct  ideas 
of  the  physical  environment,  cost  of  production 
or  manufacture  and  its  effect  upon  our  home  mar- 
ket, size  of  country  and  population  to  the  square 
mile  as  compared  with  similar  facts  for  our  own 
and  other  countries,  the  per  cent,  of  illiteracy,  etc., 
the  extent  of  commerce,  cost  of  the  government 
and  of  individual  living,  taxation,  wages,  profit 
and  loss  on  the  export  and  hnport  of  products, 
commission,  rates  of  exchange,  etc. 

2.  NATURE-STUDY. 
Gravitation. 
Weight. 

Density  of  bodies. 
Balances. 
Levers. 

Levers  in  the  human  body. 

Pendulum. 

Sun  dial. 

Clock. 

Specific  gravity. 

3.  EXPRESSION. 

The  ideas  gained  in  regard  to  the  civilization  of 
each  country  should  be  expressed  in  all  ways  pos- 


250  ORGANIC  EDUCATION. 

sible.  Copies  of  the  following  statues  and  pictures 
with  photographs  of  famous  streets,  etc.,  are  sug- 
gested for  use.  The  list  is  of  course  capable  of 
infinite  extension. 

STATUARY. 

Laocoon. 

Niobe  Mother  at  Florence. 
Minerva,  at  Vatican,  Rome. 
Moses,  Michael  Angelo,  Rome. 
Mercury,  Bologna,  Florence. 
Venus  de  Milo,  Louvre,  Paris. 
Ariadne,  Vatican,  Rome. 
Apollo  Belvedere,  Vatican,  Rome. 

PAINTINGS. 

Sistine  Madonna,  Raphael. 

Transfiguration,  Raphael. 

Three  Fates,  Michael  Angelo. 

Last  Judgment,  Michael  Angelo. 

Ceiling  of  Sistine  Chapel,  Michael  Angelo. 

Last  Supper,  Leonardo  da  Vinci. 

Angelus,  Millet. 

Mater  Dolorosa,  Carlo  Dolci. 

Angel  Heads,  Reynolds. 

Rial  to,  Venice. 

Bridge  of  Sighs,  Venice. 

Piazzetta  S.  Marco,  Venice. 

Cortile  del  Palazzo  Ducale,  Venice. 

St.  Mark's,  Venice. 

Grand  Canal,  Venice. 

Campanile  S.  Giorgo,  Venice. 

Doges'  Palace,  Venice. 

Porta  S.  Andre,  Genoa. 

Statue  of  Columbus,  Genoa. 

S.  Lorenzo,  Genoa. 


OUTLINES.  2£1 

Notre  Dame,  Paris. 

Boulevards,  Paris. 

Church  of  Madeleine,  Paris. 

Le  Nouveau  Louvre,  Paris. 

Cathedral,  Amiens. 

Cathedral,  Cologne. 

Giotto's  Tower,  Florence. 

Ghiberti's  Gates,  Florence. 

Pelazzo  Vecchio,  Florence. 

Temple  of  Vesta,  Home. 

Tarpeian  Rock,  Rome. 

Castle  and  Bridge  of  St.  Angelo,  Rome. 

St.  Peter's,  Rome. 

The  Forum,  Rome. 

Palace  of  the  Caesars,  Rome. 

Coliseum,  Rome. 

Arches  of  Constantine  and  Titus,  Rome. 

Campo  Santo,  Pisa. 

Cathedral,  Baptistery  and  Leaning  Tower,  Pisa. 

Pulpit  in  Baptistery,  Pisa. 

Parthenon,  Athens. 

Cathedral,  Milan. 

Cathedral,  Burgos. 

Cathedral,  York. 

Bay  of  Naples, 

Demosthenes,  Jules  Lecompte  Du  Nouy. 

Lion  of  Lucerne. 

• 

Roman  Chariot  Race,  Checa. 
Guild  Halls  at  Brussels. 
Hannibal  Crossing  the  Rhone,  Notte. 
Canals  in  Holland. 
Death  of  Socrates,  David. 
Edinburgh  Castle. 

Luther  Introduced  to  the  Home  of  Frau  Cotta,  Spangel 
berg. 

Westminster  Abbey. 
Parliament  Houses,  London. 


252  ORGANIC  EDUCATION. 

STORIES    SUGGESTED. 

The  Golden  Fleece. 

Scylla  and  Charybdis. 

Aurora. 

Iliad. 

Odyssey. 

Prometheus. 

Philemon  and  Baucis. 

Aeneas. 

Virginia. 

Horatius. 

Stories  from  Hawthorne's  Wonc'er  Book. 

Siegfried. 

William  Tell. 

Story  of  Eoland. 

Joan  of  Arc. 

Don  Quixote's  Adventures  (selected). 

Descriptions  from  Alhambra.     Irving. 

On  the  Rhine.     Wm.  Lisle  Bowles. 

Book  of  Golden  Deeds.     Yonge.     Selections. 

Byron.     Description  of  Coliseum  from  Childe  Harold. 

Baldwin.     Niebelungen  Stories. 

The  Nixy's  Chord.     Cosmopolitan,  Sept.  and  Oct.,  1895. 

The  Hero  of  Haarlem. 

Rogers.    There  is  a  Glorious  City  in  the  Sea. 

BOOKS   FOR   TEACHERS. 

Von  Falke.      Greece  and  Rome. 
Guerber.     Myths  of  Greece  and  Rome. 
Gailey.     Classic  Myths. 
Liibke.     History  of  Art. 
Reber.     Ancient  Art. 
Schliemann.     Mycenae  and  Tiryns. 
Hanson.    The  Laud  of  Greece. 
Bliimner.     Home  Life  in  Ancient  Greece. 


OUTLINES.  253 

Wilkinson.  Greek  College  Course  (Speech  of  Demos- 
thenes). 

Hawthorne.    The  Marble  Faun. 

Mahaffy.    Pictures  of  Greece. 

Church  Stories  of  the  Old  World. 

Gardner  and  Jevons.    Grecian  Antiquities. 

Manning.    Italian  Pictures. 

Preston  and  Dodge.    Private  Life  of  the  Roman. 

Forbes.     Rambles  in  Rome. 

Lytton.    Last  Days  of  Pompeii. 

Macaulay.    Lays  of  Ancient  Rome. 

Howells.    Italian  Journeys. 

George  Eliot.    Romola. 

Bryant.    Trans,  of  Iliad  and  Odyssey. 

De  Amicis.  Holland  and  its  People,  Spain,  Studies  of 
Paris. 

Allen.     Great  Cathedrals  of  the  World. 

Symonds.    Renaissance  in  Italy. 

Ruskin.     Stones  of  Venice. 

Conw-ay.     Flemish  Artists. 

Owen  Jones.    Grammar  of  Ornament. 

Gibson.     Sharp  Eyes. 

Morley.     Song  of  Lite. 

Morley.    Life  and  Love. 

Lubbock.    The  Beauties  of  Nature. 

Fiske.    Excursions  of  an  Evolutionist. 

Fiske.    Darwinism. 

Poulton.  The  Colors  of  Animals ;  their  Meaning  and 
Uses. 

Hamlin.    Pictures  from  English  Literature. 

Wright.     Children's  Stories  from  English  Literature. 

Harrison.    New  Calendar  of  Great  Men. 

Bolton.    Famous  Voyagers  and  Explorers. 

Smiles.    Men  of  Invention  and  Industry. 

Kingsley.     Roman  and  Teuton. 

Du  Chaillu.    The  Viking  Age. 

Dippold.    The  Ring  of  the  Nibelung. 


254  ORGANIC  ED  UCA  TION. 

Frost.     The  Wagner  Story  Book. 
Adams.    Civilization  During  the  Middle  Ages. 
Lacroix.     Manners,  Custom  and  ^Dress  of  the  Middle 
Ages. 

Burckhardt.    Civilization  of  the  Renaissance. 

Gardiner.     Short  History  of  England. 

Taine.     History  of  English  Literature. 

Rogers.     Story  of  Holland. 

H.  R.  Haweis.     My  Musical  Memories. 

Holmes.     Our  Hundred  Days  in  Europe. 

Meyers.    General  History. 

Goldsmith.    The  Traveler. 

V.  Hugo.    Les  Miserables. 

Motley.    Rise  of  the  Dutch  Republic. 

BOOKS   THAT  MAY   BE    READ    BY   THE    CHILDREN. 

Hawthorne.    Wonder  Book. 

/  • 

Hawthorne.    Tanglewood  Tales. 

Baldwin.     Story  of  Siegfried. 

Baldwin.     Story  of  Roland. 

J.  Andrews.    Ten  Boys. 

Butterworth.     Zig-^ag  Journeys. 

Martineau.    Peasant  and  Prince. 

Pyle.    Men  of  Iron. 

Doyle.    The  White  Company. 

Brooks.     Chivalric  Days. 

Bolton.     Girls  who  Became  Famous. 

Bolton.    Boys  who  Became  Famous. 

Dodge.    Hans  Brinker. 

Scott.    Ivanhoe. 

Dodge.    The  Land  of  Pluck. 

Jan  of  the  Windmill. 
Hughes.     Tom  Brown  at  Rugby. 
Henty.    The  Lion  of  St.  Mark's. 
Henty.    Wulf  the  Saxon. 
Coe.    Modern  Europe. 
Cervantes.    Don  Quixote. 


OUTLINES.  255 

Irving.     The  Alhambra. 

Pratt.    Northern  Europe. 

Taylor.    Boys  of  Other  Countries. 

Scott.     Tales  of  a  Grandfather. 

Kingsley.     Greek  Heroes. 

Lamb.    Adventures  of  Ulysses. 

Lamb.    Tales  from  Shakespeare. 

Ruskin.     King  of  the  Golden  River. 

Dickens.     Child's  History  of  England. 

Dickens.  Dombey  and  Son.  (As  arranged  for  chil- 
dren.) 

Yonge.     Histories  of  European  Countries. 
Heroes  of  the  Seven  Hills. 

Aguilar.    Days  of  Bruce  and  Vale  of  Cedars. 

Church.     Stories  of  the  Old  World. 

Baldwin.  Story  of  Roland,  Story  of  Siegfried,  Stories 
of  the  olden  Time,  The  Horse  Fair. 

Lytton.    Last  Days  of  Pompeii  and  Rienzi. 

Frost.     Wagner  Story  Book. 

Bodley  Books. 

Rollo  Books. 

Vassar  Girls. 

Plutarch  for  Boys  and  Girls. 

Hainlin.     Pictures  from  English  Literature. 

Wright.     Stories  from  English  Literature. 

Barr.     A  Bow  of  Orange  Ribbon. 

Butterworth.    Little  Arthur's  History  of  Rome. 

Grade  B  6. 

B.       ETHICAL  AIMS. 

Besides  the  spirit  of  competition,  investigation, 
commercial  enterprise  and  desire  for  finding  rela- 
tions mentioned  before,  there  is  a  still  greater 
desire  for  relating  and  comparing  knowledge,  for 
generalizing  and  organizing  manifested  here  (on 


256  ORGANIC  EDUCATION. 

the  negative  side  manifested  in  skepticism).  The 
material  for  this  grade  is  abundant  because  of  the 
contrast  between  the  old  ideas  and  the  new,  and 
the  opportunity  of  seeing  the  effect  of  the  new 
upon  the  old  in  the  awakened  enterprise  some  of 
the  oldest  countries.  Differences  in  ways  of  living, 
in  religious,  political  and  industrial  ideals,  bring 
out  clearly  our  advantages,  and  also  prevent  the 
narrow  conceptions  which  a  study  of  people  with 
ideas  more  nearly  like  our  own  might  tend  to  form. 

GENERAL  STATEMENT  OF  MATERIAL. 

In  this  grade  we  study  the  scene  of  the  earliest 
development  of  part  of  our  race.  We  view  Asia  to 
lern  the  significance  of  the  past  and  the  conditions 
of  the  present,  and  to  anticipate  the  probable 
future  relations  between  this  neighbor  and  our- 
selves. We  study  historically  the  physical  fea- 
tures of  Asia,  to  see  what  was  provided  by  nature 
before  nature  was  modified  by  man,  to  anticipate 
the  adaptations  which  will  be  necessary,  and  the 
difficulties  which  must  be  overcome.  On  this 
physical  basis  we  construct  the  history  of  each 
political  division,  in  its  order  of  development,  and 
become  familiar  with  its  past  and  present  civiliza- 
tion somewhat  in  detail. 

Althou^irthe  children  by  this  time  should  have  consid- 
erable power  in  filling  with  life  the  form  and  coloring  of  a 
map  or  the  word  symbols  in  a  description,  the  concrete  in 
the  form  of  a  story,  poem,  or  the  colored  pictures  now 
so  easily  obtained,  will  be  of  the  greatest  value. 


OUTLINES.  257 

On  this  physical  basis  we  trace  the  life  that 
appeared  on  the  continent,  the  rise,  culmination 
and  decline  of  ancient  nations  and  their  influence 
upon  the  civilization  of  our  own  race.  This  study 
is  followed  by  a  view  of  the  political  divisions  as 
they  exist  at  the  present  time. 

History,  as  it  is  being  made  in  Asia  as  well  as  in  other 
continents,  requires  daily  following.  Hence  text-books 
and  even  the  current  magazines  will  be  found  not  alto- 
gether satisfactory.  The  daily  paper  (although  unfortu- 
nately not  always  reliable)  is  the  necessary  means  for 
carrying  on  the  study. 

Comparisons  should  be  made  with  continents  studied 
before.  All  possible  aids  should  be  summoned,  as  pict- 
ures, books,  maps,  products,  to  secure  definite  conceptions 
of  the  life  of  the  people.  Number  and  form  should  be 
employed  wherever  exactness  is  desirable.  Translations 
of  some  of  the  Asiatic  writers  (especially  Persian  and 
Indian),  as  well  as  the  writings  of  European  and  American 
travelers,  will  help  to  make  conceptions  vivid.  All  possi- 
ble means  of  expression  should  be  used. 

The  children  should  be  given  some  of  the  old 
Sanskrit  root  words  common  to  different  branches 
of"  the  race. 

1.  MEASURE. 

For  definiteness  of  conception  form  and  number 
must  be  used  constantly.  To  compare  life  in  Asia 
and  America,  the  children  must  have  a  definite 
knowledge  of  many  things  which  before  they  have 
known  but  vaguely.  In  comparing  home  life, 
the  children  inquire  into  the  size  and  cost  of  the 

33 


258  ORGANIC  ED  VGA  TION. 

lots  upon  which  their  homes  are  built;  they  ask 
what  determines  the  value  and  advantages  of  dif- 
ferent sites.  They  learn  the  cost  of  paving,  side- 
walks, lawns,  etc.  They  leain  the  comparative 
value  and  cost  of  different  materials  used  in  build- 
ing and  cost  of  constructing  buildings  of  different 
kinds.  They  learn  the  source  and  cost  of  vari- 
ous furnishings,  especially  those  from  Asia.  The 
children  obtain  samples  of  materials  and  facts 
as  to  cost  wherever  possible,  and  these  furnish 
the  basis  for  the  understanding  of  the  con- 
ditions of  their  own  living  and  comparisons 
with  and  relation  to  the  life  in  Asia.  The 
teacher  furnishes  the  facts  for  the  problems 
when  the  children  are  unable  to  obtain  them. 
(This  also  calls  for  the  use  of  the  daily  news- 
paper.) Such  work,  of  course,  makes  necessary 
a  knowledge  of  fractions,  decimals,  percentage, 
interest,  measures  and  standards,  and  business 
forms  for  exchange. 

2.  EXPRESSION. 

Maps  to  show  physical  features,  products,  com- 
parative freedom  of  government,  development  in 
history ;  drawings  and  paintings  to  show  the  con- 
ventionalizing of  natural  forms  for  the  purpose  of 
art;  reproduction  of  art  forms  typical  of  different 
peoples  and  designing  from  this  basis ;  plan- 
ning of  typical  houses  and  designing  of  furnish- 
ings ;  drawing  and  making  suggested  by  the  science 
work ;  oral  and  written  language. 


OUTLINES.  259 

3.  NATURE-STUDY. 
Stones  and  soil. 
Pressure  of  liquids. 
Atmospheric  pressure. 
Barometer. 
Pump. 

Molecular  action. 
Circulation  in  animals. 
Capillarity  in  plants. 

Study  of  flowers  and  fruits  cultivated  in  our  own 
country  but  native  to  Asia,  as  rose,  chrysanthe- 
mum, tulip;  apple,  pear,  plum,  peach. 

READING   FOR   CHILDREN. 

Jungle  Stories,  Kipling. 

Youth  of  Buddha,  Light  of  Asia,  E.  Arnold. 

Sohrab  and  Rustuin,  M.  Arnold  (Selections). 

Arabian  Nights,  Hale. 

Stories  of  India,  Pratt. 

Stories  of  China,  Pratt. 

Each  and  All,  Andrews  (Chinese  Girl). 

Storyland  of  Stars,  Pratt. 

Little  People  of  Asia,  Miller. 

BOOKS   OF   REFERENCE. 

The  Ten  Great  Religions,  Clark. 

Lotus-Time  in  Japan,  Finch. 

Little  People  of  Asia,  Miller. 

Ten  Boys,  Jane  Andrews. 

Story  of  Persia,  Benjamin. 

Siam  and  Java,  Knox. 

Fire  Worshippers,  (Lalla  Rookh),  Moore. 


260  ORGANIC  EDUCATION. 

Persia  and  the  Persians,  Benjamin. 

Origin  of  the  Aryans,  Taylor. 

Excursions  of  an  Evolutionist,  Fiske. 

The  Real  Chinaman,  Holcomb. 

Chinese  Characteristics,  Smith. 

The  Chinese,  Their  Present  and  Future,  Coltman. 

When  I  was  a  Boy  in  China,  Yan  Phon  Lee. 

The  Real  Japan,  Monisson. 

The  Industries  of  Japan,  Rein. 

Through  the  Tropics  (India),  Vincent. 

Indian  Myths,  Arnold. 

Light  of  Asia,  Arnold. 

With  Lord  Clive  in  India,  Henty. 

Firdusi's  Epic  of  the  Kings,  Zimmerman. 

Story  of  the  Merv,  O'Donovan. 

Siberia,  Kennan. 

Chaldea,  Perrot  and  Chipiez. 

History  of  Architecture,  Fergusson. 

History  of  Art,  Liibke. 

Stories  from  the  East  by  Herodotus,  Church. 

Earth  and  Man,  Guyot. 

Rain  Cloud  and  Snow  Storm,  Tomlinson. 

The  Soil,  King. 

A  Ride  Through  Asia  Minor  and  Armenia,  Gering. 

Sketches  of  Japanese  Life,  j  } 

Travels  in  Central  Asia,  Taylor. 

Travels  in  Japan,  Taylor. 

Trayels  in  Arabia,  Taylor. 

Travels  in  Siam,  Taylor. 

The  Earth  and  Its  Inhabitants,  Vol.  II,  Reclus. 

Earth  and  Man,  Guyot. 

Zig-Zag  Journeys  in  India,  Butterworth. 

China,  Douglass. 

Our  Boys  in  China,  French. 

Our  Boys  in  India,  French. 

Japan,  Knox. 

China,  Kno'x. 


OUTLINES.  261 

Overland  Through  Asia,  Knox. 

The  Boy  Travelers  in  the  Far  East,  Knox. 

Siam  and  Java,  Knox. 

Persia  and  the  Persians,  Benjamin. 

Five  Great  Monarchies  of  the  Ancient  World,  Rawlinson. 

History  of  Art  (Persia),  Perrot  and  Chipiez. 

Story  of  Chaldea,  Ragozin. 

A  Corner  of  Cathay,  A.  M.  Fulde. 

PICTURES. 

Photographs  and  Photocroms  of  scenery,  views  of  cities, 
and  pictures  showing  the  industries  and  art  of  Asia. 

Chinese  and  Japanese  pictures. 

A  collection  should  be  made  of  objects  showing  the  art 
and  industry  of  the  people  of  Asia. 

Grade  A  6. 
For  Ethical  Aims,  see  Grade  B  6. 

GENERAL  STATEMENT  OF  MATERIAL. 

The  remaining  continents  are  studied  in  this 
grade  after  the  same  plan  as  that  previously  used : 
Africa,  the  home  of  probably  the  oldest  civiliza- 
tion, and  Australia  the  home  of  the  youngest. 
Here  the  interest  will  perhaps  be  equally  divided 
between  the  achievements  of  the  older  civilization 
and  the  progressive  development  of  the  younger. 

The  civilization  of  the  world  has  now  been  rap- 
idly surveyed,  and  by  this  means  all  the  previous 
study  of  race  development  has  been  reviewed,  and 
each  part  related  to  the  whole. 

1.  MEASURE. 

The  work  begun  in  the  grade  below  is  continued 
in  this  grade,  the  purpose  being  to  make  clearer 


262  ORGANIC  ED  VCA  TION. 

the  complex  relations  under  which  we  are  living, 
the  interrelation  of  all  life  and  the  necessary 
co-operation  which  this  involves.  The  progress 
from  the  bare  necessities  for  living  to  comfort, 
convenience  and  luxury,  together  with  the  inven- 
tions and  industries  used  in  this  progress  become 
familiar  through  the  comparisons  made.  Those 
inventions  and  industries  which  affect  our  own 
living  and  may  be  studied  at  first  hand,  are  the 
ones  which  may  be  given  the  most  attention,  as 
carpeting,  papering,  plastering,  etc.  Business 
operations  (as  those  involving  profit  and  loss, 
interest)  coming  within  the  comprehension  of  the 
children,  should  be  taught  them. 

2.  SCIENCE. 
Light. 

The  eye.     (Structure  and  care). 
Lenses. 
Microscope. 
Telescope. 
Solar  spectrum. 
Color. 
Camera. 

Study  plant  and  animal  life  with  microscope. 
(Subjects  for  study  determined  by  material  chil- 
dren bring  in.) 

REFERENCE  BOOKS. 

Travels  in  Africa,  Du  Chaillu. 

The  Earth  and  Its  Inhabitants,  Reclus. 

Land  of  Pharaohs,  Manning. 


OUTLINES.  263 

Pharaohs,  Fellahs  and  Explorers,  Edwards. 

One  Thousand  Miles  up  the  Nile,  Edwards. 

Explorations  in  Equatorial  Africa,  Du  Chaillu. 

Life  in  the  Desert,  Du  Couret. 

Primitive  Man,  Starcke. 

Through  the  Dark  Continent,  Stanley. 

Famous  Explorers,  Bolton. 

Livingston's  Journals. 

Zig-Zag  Journeys,  Nile  to  Holy  Lands,  Butterworth. 

Boy  Traveler,  Nile  to  Holy  Lands,  Thomas  Knox. 

Story  of  Egypt,  Rawlinson. 

Egypt  and  Babylon,  Rawliuson. 

Five  Ancient  Monarchies,  Rawlinson. 

Egyptian  Archaeology,  Maspero. 

Dawn  of  Civilization  in  Egypt  and  Assyria,  Maspero. 

A  Story  of  Africa,  Brown. 

Diamonds  and  Gold  in  Africa,  Rennert. 

Algeria,  Harper's  Magazine  (December,  '95). 

Algeria  and  Tunis,  Playfair. 

Views  of  Africa  (The  World  and  Its  People),  Badlam. 

The  Lost  Arts,  Wendell  Phillips. 

Grammar  of  Ornament,  Owen  Jones. 

South  Africa,  Harper's  Magazine  for  '95  and  '96. 

Egyptians,  Wilkinson. 

READING   FOR   CHILDREN. 

Living  Creatures. 

Story  of  Phaeton,  Gailey's  Classic  Myths. 

Story  of  Livingston,  Bolton. 

Story  of  Stanley. 

Vasco  de  Garna. 

Familiar  Animals. 

Ethics  of  the  Dust,  Ruskin.     (Selections.) 

Uncle  Tom's  Cabin.     (Selections.) 

Life  of  Lincoln. 

Aenead,  Description  of  Carthage. 

The  Lotus  Eaters,  Tennyson. 


264  ORGANIC  EDUCATION. 

Sand  of  the  Desert  in  an  Hour  Glass,  Longfellow. 
Burial  of  Moses,  Mrs.  Alexander. 
Jungle  Stories,  Kipling. 

PICTURES. 

Photographs  and  photochroms  of  scenery,  views  of 
cities,  pictures  showing  the  industries  and  art  of  the 
different  countries  studied. 

Reliefs  or  statues  showing  Egyptian  art  may  be  obtained. 

A  collection  should  be  made  of  objects  showing  the 
industries  and  arts  of  the  people  studied. 

Grade  B  7. 

A.    ETHICAL   AIMS. 

While  the  practical  side  still  appeals  to  the 
children  there  are  dawning  higher  ideals  of  con- 
duct, greater  sensitiveness  for  beauty,  desire  for  it 
in  person,  in  dress  and  in  surroundings.  This 
is  especially  true  in  girls.  With  boys  the  desire 
for  beauty  in  surroundings  is  not  so  strong,  except 
as  it  may  manifest  itself  in  love  for  art  or  art  pro- 
duction. 

B.    GENERAL  STATEMENT  OF  MATERIAL. 

The  children  are  now  ready  to  study  more 
minutely  the  life-history  of  the  earth  in  a  scien- 
tific spirit,  and  with  especial  reference  to  the  indus- 
trial evolution  of  man.  They  study  the  history  of 
the  planet,  the  structure  of  the  land-portions  of 
the  earth,  drainage,  climate  and  productions,  both 
those  which  are  native  and  those  introduced  by 
man.  The  underlying  idea  of  this  study  is  the 
unity  and  organic  inter-relationships  of  the  physi- 


OUTLINES.  265 

cal  earth,  with  a  view  to  bringing  out  the  same 
principle  in  the  succeeding  studies  of  the  indus- 
trial and  social  world.  The  following  outline  cov- 
ers the  essential  points  in  the  study  of  the  earth  as 
a  whole. 

1.  History  of  our  planet.     (A  simple  presenta- 
tion of  the  nebular  theory.) 

2.  Present  structure   of  the   land   masses   as   a 
whole  and  of  each  continent. 

3.  Drainage,  as    dependent    upon    structure    of 
land  masses.     This  involves  a  study  of  the  ocean 
as  related  to  history  and  industry. 

4.  Climate :       General    laws    determining,    and 
local  causes  modifying  it. 

5.  Products:      (a)  Inorganic   (great  regions  of 
mineral  deposit,  amount  and  comparative  value  of 
different  regions,  relation  to  organic  products  and 
to   man).      (b)  Organic    (great    regions,    whether 
natural  or  determined  by  man.     Causes  determin- 
ing location  of  these  regions,  relation  to  structure, 
drainage,  climate ;  relation  to  inorganic  products. 
Co-operation  between  plant  and  animal  life.     Life 
histories  of  typical  plants  and  animals  to  deduce 
the  relation  of  structure  to  function,  and  of  both 
to  environment),     (c)  Relation  of  products  to  man 
(as  supplying  both  his  primitive  and  his  developed 
needs  for  food,  clothing,  shelter,  means  of  com- 
munication, his  intellectual,  aesthetic,  social  and 
religious  demands). 

With  this  work  should  be  connected  the  study 
of  industrial  life  as  a  whole  in  its  development  out 


266  ORGANIC  EDUCATION. 

of  the  needs  of  man  and  the  character  of  his  envi- 
ronment. The  central  thought  here  is  that  of  an 
industrial  organism,  a  unity  with  functioning 
parts  contributory  to  the  activities  of  the  whole ; 
in  brief,  the  idea  of  co-operation.  This  should  flow 
naturally  from  the  idea  of  interrelation  so  promi- 
nent in  the  study  of  the  physical  earth  as  a  whole. 
The  following  outline  may  be  helpful: 

1.  Origin  (of  industries  in   general,  and  of  each 
fundamental  industry  in  particular). 

2.  Growth  (historic  periods  of  development,  in 
industries  and  in  each   industry,  with  causes  for 
these  periods  in  the  history  of  the  people  as  a 
whole,  and  in  the  lives  of  great  inventors,  explorers, 
scientists,  etc.). 

3.  Present  industrial  life.     The  chief  industries 
of  the  present  are   studied  as  to   their  origin  in 
human    needs,    their     interrelations    with     other 
industries,  the  scientific  principles  involved  and 
the  actual   succession  of  processes  necessary,  the 
preparation  required  for  entering  upon  each,  the 
compensation,  etc.      In  this  connection  the  school 
district  should  be  studied  from  a  business  point  of 
view. 

Measure  must  be  constantly  used  in  this  grade. 
The  children  should  understand  the  agreement  or 
co-operation  of  the  world  practically  as  in  the 
measurement  of  the  earth  by  latitude  and  longi- 
tude, and  the  relation  of  longitude  and  time; 
co-operation  in  service  as  in  commission  and  brok- 
erage, co-operation  for  the  common  good  as  in 


OUTLINES.,  267 

taxes  and  duties,  and  co-operation  for  preservation 
as  in  insurance.  Training  in  business  forms, 
methods  and  standards  should  grow  naturally  out 
of  the  study  of  specific  industries. 

Sidney  Lanier's  Symphony  and  Longfellow's  Builders 
will  be  found  especially  valuable  as  emphasizing  ideals  of 
industrial  life.  The  teacher  should  lead  the  children  to 
see  for  themselves  that  in  industrial  life  the  occupation 
carried  on  is  directed  toward  supplying  the  wants  of 
others.  What  one  gains  by  it  is  an  equivalent  for  the  work 
done.  It  is  then  directly  for  others,  indirectly  for  our- 
selves. All  true  industry  means  benefit  to  ourselves  in 
proportion  as  we  benefit  others.  The  fallacy  most  common 
at  the  present  day  is  that  involved  in  thinking  we  can 
benefit  ourselves  at  the  expense  of  others.  Through  the 
interrelation  of  all  humanity  in  industrial  life,  "  the 
brotherhood  of  man  "  is  actualized. 

1.  EXPRESSION. 

Drawing  of  the  plants,  animals  and  minerals 
studied.  Drawing  or  making  to  show  the  principle 
involved  in  different  inventions,  or  to  show  the 
evolution  of  an  invention  or  industry.  Maps,  dia- 
grams or  devices  of  other  kinds  to  make  clear  or 
express  the  essential  concepts  gained. 

2.  NATURE  STUDY. 

Classification   of   plants   and   animals.      Study 
one  of  each  class. 
Oxygen. 
Nitrogen. 
Hydrogen. 
Carbon. 


268  ORGANIC  ED  VGA  TION. 

Only  the  most  general  points  as  to  value  and 
distribution.  Experiments  to  learn  the  nature  of 
each. 

REFERENCE  BOOKS. 

Walks  and  Talks  in  the  Geological  Field,  Winchell. 

Seaside  and  Wayside,  No.  IV,  Wright. 

The  Life  History  of  Our  Planet,  Gunning. 

The  Ascent  of  Man,  Drummond. 

Social  Evolution,  Kidd. 

Physical  Geography,  Guyot. 

Geography,  Werner. 

Complete  Geography,  Frye. 

The  Soil,  King. 

The  Geological  Story  Briefly  Told,  Dana. 

A  Song  of  Life,  Morley. 

Animal  Kingdom,  Wallace. 

Child  and  Nature,  Frye. 

Our  World  Reader,  No.  I,  Scribner. 

Sharp  Eyes,  Gibson. 

The  Beauties  of  Nature,  Lubbock. 

Excursions  of  an  Evolutionist,  Fiske. 

Destiny  of  Man,  Fiske. 

Darwinism,  Fiske. 

Men  of  Invention  and  Industry,  Smiles. 

Woman's  Share  in  Primitive  Culture,  Mason. 

Wonderful  Inventions,  Timbs. 

Stories  and  Poems  for  the  Children. 

The  Fossil  Fern, 

The  Story  of  Win.  Tell. 

Sketch  of  Alex.  Humbolt. 

The  Story  of  a  Stone,  Jordan. 

Marvels  of  Invention,  Tessandier  and  Frith. 

Romance  of  Invention,  Burnley.  • 

Stories  Mother  Nature  Told,  Andrews. 

Jungle  Books,  Kipling. 

Snow-Bound  and  Song  of  Labor,  Whittier. 


OUTLINES.  269 

The  Birds  of  Killingworth,  Longfellow. 

Ethics  of  the  Dust,  Ruskin.     (Selections.) 

The  Storyland  of  Stars,  Pratt. 

Stories  of  Industry,  Vols.  I  and  II,  Educational  Pub.  Co. 

PICTURES. 

Photographs  and  photochroms  of  scenery  from  every 
part  of  the  earth. 

Pictures  showing  different  industries  as  carried  on  in 
different  countries. 

Pictures  showing  inventions  and  their  evolution. 

Pictures  showing  the  wonders  accomplished  by  industry. 

Pictures  of  plants  and  animals  of  the  world  to  supple- 
ment the  collections  the  children  have  been  able  to  make 
from  their  own  environment. 

Pictures  illustrating  the  mythical  forecast  of  present 
achievement  in  the  industrial  world  as :  Mercury  (rapid 
transit),  Arachne  (beautiful  fabrics),  etc. 

Grade  A  7. 
For  Ethical  Aims  see  Grade  B  7. 

GENERAL  STATEMENT. 

Based  upon  and  supplementing  the  former  gen- 
eralizations as  to  the  physical  structure  of  the 
earth,  and  industrial  life  upon  it,  arise  some  fur- 
ther generalizations  as  to  social  structure.  The 
civilizations  as  they  have  appeared  and  developed  on 
the  earth  having  been  previously  studied  in  detail, 
are  now  classified  on  the  basis  of  their  relations  to 
the  upbuilding  of  the  different  social  institutions. 
Generalizations  are  made  on  the  relation  between 
environment  and  history,  the  contribution  of  each 
people  to  the  present  in  ideals,  institutions  and 
products,  and  also  their  present  relations. 


270  ORGANIC  EDUCATION. 

As  the  ideals  of  a  people  forecast,  and  to  some 
extent  determine  its  development,  especiall}7  in 
social  structure,  its  art  in  the  first  expression  of  its 
its  ideals  is  to  be  particularly  noted  in  this  grade. 
The  most  important  masterpieces  of  art  for  each 
people  should  become  familiar  to  the  children,  and 
should  be  studied  as  fully  as  may  be  possible  at  this 
stage  of  development  and  in  the  time  allowed. 
The  idea  of  co-operation  is  traced  for  each  nation 
in  its  art,  its  religion,  its  family  life,  its  social  cus- 
toms, etc.,  and  in  its  government.  The  children 
come  to  see  that  co-operation  is  only  another  name 
for  freedom,  and  that  only  in  so  far  as  the  ideal  of 
co-operation  is  realized  is  there  industrial  and 
political  freedom  for  the  individual  or  for  the  race. 

This  principle  of  co-operation,  of  "each  for  all 
and  all  for  each,"  is  traced  in  the  social  inter- 
course both  of  the  past  and  of  the  present,  with 
reference  to  its  effects  upon  invidious  class  dis- 
tinctions, snobbishness,  "envy,  malice  and  all 
uncharitableness  "  in  society.  Politeness  is  found 
to  be  only  an  expression  of  the  individual's  sense 
of  co-operation  as  the  principle  of  social  life. 

The  masterpieces  of  art  should  include  those  best  known 
in  literature,  painting,  sculpture,  music,  and  architecture. 
As  the  children  have  become  familiar  with  many  in  the 
grades  below,  this  will  be  mainly  review.  Some  that  could 
not  be  used  by  younger  children  may  be  brought  in  here. 
The  method  of  study,  in  regard  to  those  used  before,  would 
of  course  be  changed  to  suit  the  different  stage  of  develop- 
ment manifested  here. 


OUTLINES.  271 

1.  MEASURE. 

The  co-operation  which  to  some  degree  is  found 
all  over  the  world,  enabling  those  engaged  in  pro- 
ductive industries  to  co-operate  with  those  engaged 
in  transforming  industries,  and  all  to  co-operate  to 
greater  advantage  through  the  forms  and  agents  of 
exchange,  demands  an  insight  into  business  meth- 
ods and  such  a  fundamental  knowledge  as  would 
enable  one  later  to  engage  in  any  industry,  with 
some  knowledge  of  the  relationships  involved  and 
business  forms  required.  Trade  discount,  profit 
and  loss,  commission  and  brokerage,  taxes  and 
duties  are  subjects  that  should  be  taught. 

Collections  should  be  made  of  pictures  of  art  in  its  dif- 
ferent forms.  The  central  thought  of  the  collection  may 
be  art  of  a  people,  different  periods  of  development,  or 
the  same  subject  as  treated  by  different  peoples. 

2.  NATURE  STUDY. 

Sound :  cause,  transmission,  reflection. 
Study  of  human  ear. 
Musical  instruments. 
Telephone. 

3.  EXPRESSION. 

Maps  of  the  world  as  a  whole  to  show  by 
means  of  coloring  pictures  or  other  devices,  order 
of  development  of  civilizations,  growth  in  freedom 
of  governments,  development  of  co-operation 
through  means  of  communication.  Reproduction 
through  drawing,  painting,  making,  of  some  of  the 
most  important  inventions  and  art  products  of  the 


272  ORGANIC  EDUCATION. 

world,  scenes  typical  of  life  in  various  parts  of  the 
globe  and  of  apparatus  for  science  work.  Oral  and 
written  description  and  narration  of  subjects  of 
study.  Written  forms  for  business  and  social  cor- 
respondence. 

Reference  Books.  (Same  as  for  all  grammar  grades 
below.) 

READING    FOR    CHILDREN. 

Boys  and  Girls,  Plutarch. 
Tales  From  Shakespeare,  Lamb. 
Histories,  Miss  Yonge. 
Rienzi,  Bulwer. 
Last  Days  of  Pompeii,  Bulwer. 

Lives  of  Inventors,  Artists,  Famous  Boys  and  Girls, 
Boltou. 

Childhood  of  the  World,  Clodd. 

Stories  from  the  Iliad  and  Odyssey. 

Ben  Hur,  Wallace. 

Sohrab  and  Rustum,  Arnold. 

The  Passing  of  Arthur,  Tennyson. 

Iliad  and  Odyssey,  Bryant's  Translation.     (Selections.) 

Selections  from  Cicero's  Orations,  Pliny's  Letters. 

Siegfried,  Baldwin. 

Roland,  Baldwin. 

Miles  Standi&h,  Longfellow. 

My  Musical  Memories  and  My  Musical  Life,  Haweis. 

Tales  of  King  Arthur,  Farrington. 

Idylls  of  the  King,  Tennyson* 

Grade  B  8. 

A.    ETHICAL   AIM. 

This  is  a  period  of  great  sensitiveness  to  the  ideal 
of  desire  for  self-knowledge,  of  speculation  con- 
cerning the  future,  of  desire  for  power  and  equip- 


OUTLINES.  273 

ment  for  life,  and  among  boys  of  a  warm    spirit 
of  patriotism. 

B.    GENERAL  STATEMENT  OF    MATERIAL. 

A  detailed  study  of  United  States  history  is  now 
begun,  that  the  children  may  see  how  co-operation 
as  the  fundamental  principle  of  social  life,  has 
worked  itself  out  in  the  development  of  our  own 
nation.  Through  this  stud}'  the  child  comes  to  see 
where  we,  as  a  nation,  stand:  our  necessary  evils 
and  suffering  in  the  past,  the  good  that  has  come 
out  of  them  for  us,  our  present  strength  and  weak- 
ness, and  what  the  individual  can  do  to  promote 
our  national  growth  in  directions  of  real  progress. 
The  fundamental  ideas  of  law  and  good  govern- 
ment are  traced  through- the  development  of  com- 
munity life,  beginning  with  the  co-operation  of 
the  isolated  family  and  following  its  growth  into 
more  highly  differentiated  co-operation  of  the 
neighborhood,  the  town  and  the  city.  The  outlines 
of  city,  state  and  national  government  are  now 
studied  in  the  light  of  their  historical  development 
and  their  underlying  principles. 

The  state  is  here  regarded  as  an  extension  or  comple- 
tion of  the  individual ;  justice,  the  return  of  the  deed  to 
the  doer,  as  resulting  from  this  interrelation  of  the  indi- 
vidual with  the  structure  of  society,  and  the  general 
management  for  preservation  and  promotion  of  interests  as 
a  manifestation  of  the  general  intelligence  of  all.  The 
study  of  Dante's  Divine  Comedy  is  used  for  the  language 

and  literature  work,  with  a  view  Lo  impressing  this  con- 
as 


274  ORGANIC  EDUCATION. 

ception  of  justice.  Selections  from  the  story  are  of  course 
made  at  the  discretion  of  the  teacher,  but  the  idea  of  pun- 
ishment as  an  outgrowth  of  evil-doing  is  emphasized 
throughout.  Law  is  defined  as  a  means  for  regulating 
the  co-operation  of  members  of  the  social  community  to 
secure  the  highest  good  of  the  whole.  Obedience  to 
law  is  thus  rendered  intelligent,  and  patriotism  becomes 
a  matter  of  thought  as  well  as  of  feeling.  The  patriotic 
idea  should  be  strengthened  in  every  way  possible  by 
the  reading  of  speeches,  poems,  etc.,  on  great  national 
subjects. 

The  teacher  should  give  the  children  a  general  idea  of 
the  ideal  republics  of  Plato,  Moore,  and  others,  and  then 
lead  them  to  form  and  express  their  own  ideal  of  what  ours 
should  be. 


1.  NATURE  STUDY. 
Electricity. 
Magnets. 
Compass. 
Telegraph. 

Study  of  the  nervous  system. 

Use  of  electricity  in  lighting,  locomotion,  com- 
munication, photographing,  arts,  sciences,  indus- 
tries. 

Experiments  and  construction  of  apparatus. 

2.  MEASURE. 

Co-operation  in  our  own  country  or -with  foreign 
nations,  depending  upon  the  good  faith  of  the  gov- 
ernment and  integrity  between  nations,  should  be 
considered  here ;  as,  stocks,  bonds,  exchange,  etc. 


OUTLINES. 


READING  FOR  THE  CHILDREN. 

Great  orations  relating  to  state  life,  as  of  Demosthenes, 
Cicero,  Webster. 

Washington's  Farewell  Address. 
Lincoln's  Gettysburg  Speech. 
The  Man  Without  a  Country,  Hale. 
The  Last  American,  Fiske. 
Discovery  of  America,  Fiske. 
American  Revolution,  Fiske. 
Beginnings  of  New  England,  Fiske. 
Critical  Period  of  American  History,  Fiske. 
The  Story  of  Liberty,  Coffin. 
Old  Times  in  the  Colonies,  Coffin. 
Building  of  the  Nation,  Coffin. 
Redeeming  the  Republic,  Coffin. 
Standish  of  Standish,  Austin. 

REFERENCE  BOOKS. 

Life  of  Lincoln,  MacClure. 

The  Growth  of  the  American  Nation,  Judson. 

American  Commonwealth,  Bryce. 

Industrial  Evolution  in  the  United  States,  Wright. 

Childhood  of  the  English  Nation,  Armitage. 

Life  of  Washington,  Irving. 

Life  of  Columbus,  Irving. 

History  of  the  United  States,  MacMuster. 

The  Century  Book,  Brooks. 

Handbook  of  American  Politics,  Johnston. 

Social  Evolution,  Kidd. 

Introduction  to  the  Study  of  Society,  Vincent  and  Small. 

Principles  of  Sociology,  Giddirigs. 

The  pictures  for  this  and  the  next  grade  should  be  of 
the  children's  own  choosing.  Each  child  should  have 
made  his  collections  through  the  grades  below  and  classi- 
fied them  in  the  grade  just  below. 


276  ORGANIC  EDUCATION. 

Grade  A  8. 

For  Ethical  Aim  see  Grade  B  8. 
GENERAL  STATEMENT  OF  MATERIAL. 

The  detailed  study  of  United  States  history  is 
continued  and  concluded  in  this  grade,  according 
to  the  plan  sketched  in  the  preceding  half-year. 
But  the  institution  for  special  study  is  here  the 
home  instead  of  the  state.  The  home  is  studied 
as  to  its  fundamental  idea,  its  environment  and 
structure,  its  furnishings,  the  industries  necessary 
for  maintaining  its  material  side,  and  the  art 
essential  that  it  may  perform  its  higher  useful- 
ness. 

The  prime  occasion  for  devoting  this  grade  to  a 
study  of  the  home  as  an  institution  is  its  conso- 
nance with  the  period  of  adolescence,  in  which  the 
change  taking  place  in  the  child's  physical  nature 
is  accompanied  by  a  development  of  sex-instincts 
not  only  mysterious  to  the  child,  but  positively 
dangerous  to  his  whole  future  life,  unless  he  is  at 
this  time  wisely  guided.  The  teacher  should  see 
(since  the  average  home  cannot  be  relied  upon  to 
do  this)  that  these  natural  instincts  are  turned 
into  healthful  channels  rather  than  allowed  to 
become  morbidly  perverted  or  hopelessly  shal- 
lowed. Many  of  the  pupils  in  this  grade  do  not 
enter  the  high  school,  so  that  whatever  is  done  in 
this  direction  must  be  done  here.  The  ignoring  in 
school  and  the  vulgarizing  outside  of  the  instincts 
dominant  at  this  period  has  resulted  commonly, 
both  in  sentimentality  and  impurity.  It  is  time 


OUTLINES..  277 

that  the  negative  policy  within  the  school  be  aban- 
doned nnd  some  positive  ideals  developed.  To 
define  marriage  or  home-life  as  the  highest  spir- 
itual co-operation  will  emphasize  its  organic 
connection  with  all  life,  whose  fudamentnl  prin- 
ciple we  have  found  to  be  co-operation.  Such  a 
conception  will  perhaps  serve  to  clarify  somewhat 
the  murky  seritimentalism  which  surrounds  the 
subject  in  the  adolescent  mind,  not  however  rob- 
bing it  of  any  sacredness,  but  rather  enriching  its 
meaning.  In  the  hands  of  a  tactful  and  pure- 
minded  teacher,  this  work  may  be  made  infinitely 
valuable. 

Margaret  Morley's  Song  of  Life  and  Life  and  Love 
contain  the  best  possible  presentation  of  the  scientific 
material  for  this  work.  The  teacher  should  by  all  means 
make  herself  familiar  with  these  books. 

Love  Stories,  carefully  selected,  should  be  read  in  con- 
nection with  the  work  of  the  grade,  these  always  to  be  the 
best  of  their  kind  that  the  teacher  knows,  and  inculcating 
pure  and  rational  rather  than  sentimental  and  passionate 
ideas  of  love.  The  teacher  may  test  such  stories  as  she 
thinks  might  be  suitable  to  the  purpose,  by  the  following 
difinition  given  by  Dr.  Mary  Wood-Allen  for  immoral 
literature:  "Immoral  literature  is  any  literature  which 
depicts  love  as  a  feverish,  irresponsible  passion,  that  comes 
we  know  not  whence,  and  carries  us  we  know  not  whither, 
but  that  must  be  followed  wherever  it  leads."  Any  story 
which  this  definition  describes  should  be  at  once  ruled  out. 
Selections  from  the  story  of  Tennyson's  Princess  may  be 
safely  used,  and  the  quotations  memorized,  or  otherwise 
rendered  familiar,  The  Woman's  Cause  is  Man's,  etc. 
Selections  from  Elaine,  Aurora  Leigh,  Evangeline,  The 


278:  ORGANIC  ED  UCA  TION. 

Tempest,  Paul  and  Virginia,  Reveries  of  a  Bachelor,  Dream 
Life,  and  Prue  and  I  may  be  read.  Poems  particularly  for 
girls :  Irene,  and  My  Love,  Lowell. 

SCIENCE. 

Ventilation  and  heating. 
Sanitation., 
Lighting. 
Foods. 

REFERENCE    BOOKS. 

(For  Language  Study  in  Both  Grades.) 

Divine  Comedy,  Dante. 

Translations  by  Norton,  Gary,  Carlyle,  and  Longfellow. 
Introduction  to  the  Study  of  Dante,  Symonds. 
A  Study  of  Dante,  Blow.     (Introduction  by  Harris.) 
Dante's  Inferno,  Snyder. 
A  Companion  to  Dante,  Scartazzini. 
Some   Modern  Readings  from  Dante  (essays),  Mabie. 
Article  in  Eucyc.  Brit.,  Browning. 
Among  My  Books  (Second  Series),  Lowell. 
A  Shadow  of  Dante,  Rosetti. 
The  Spiritual  Sense  of  the  Divine  Comedy,  Harris. 
Dante  (Story  Land),  Harrison. 
Essay  on  Dante,  Church. 
Dante  (In  Makers  of  Florence),  Oliphant. 
Illustrations  of  the  Divine  Comedy,  Dore". 
Illustrations  of  the  Divine  Comedy,  Botticelli. 

The  Princess,  Tennyson. 
A  Study  of  the  Princess,  Dawson. 
The  Princess  (Notes),  Rolfe. 

Songs  from  the  writings  of  Tennyson  set  to  music  by 
various  composers,  Cusins. 
Sweet  and  Low  (Song),  Norns. 

King  Arthur. 
Idylls  of  the  King,  Rolfe. 


APPENDIX. 


BOOKS  OF  REFERENCE. 

f.  K.  Adams,  Manual  of  Historical   Literature.    Harper,  N.  Y. 
G.   B.   Adams,  civilization   During  the   Middle   Ages.    Scribner's 

Sons,  N.  Y.,  1894.    $'2.5'». 
Felix  Adler,  Moral  Instruction  of  Chiidreii.    Appleton,  N.  Y.,  1890 

ii.ao. 

Aesop's  Fables,  edited  by  H   C.  ScudJer.     lloughton,  Mifflin,  and 

Co.,  Boston.    $0.40. 
F.  H.  Allen,,  Great  Cathedrals  of  the  World,  2  vols.    Hashell  and 

Post,  Boston,  1881). 
E.  De  Ainicis,  Holland  and  its  People.    Translated  by  Caroline 

Tilton      Putnam,  N.  Y.,  1881. 

Hans  Anderson's,  Fairy  Tales,  J  IT.  Stickney.  Ginn,  Boston.  18-fi. 
Jane  Andrews,  The  Seven  Little  Sisters  who  Live  on  the  Kound 

Ball  that  Floats  in  the  Air.     Lee  and  Shepard,  Boston,  18U1. 

Illustrated,  $1.1)0.    School  edition,  $0.50. 
Jane  Andrews,  The  Seven  Little  Sisters  Prove  the  Sisterhood,  or 

Each  and  All.    Lee  and  Shepard,  Boston,  1889.    Illustrated, 

$..<>0.     School  edition,  $o.5'>. 
Jane  Andrews,  The  story  of  Ten  Boys  who  Lived  on  the  Road  from 

Long  Ago  to  Now.    Lee  and  Shepard,  Boston.    Illustrated, 

$1.00.    School  edition,  $0.50. 
Jane  Andrews.  The   Stories    Mother   Nature   Told    Her  Children. 

Lee  and  Shepard,  Boston,  18^9.    $1.00.    School  edition,  $0.50. 
Charles  Anthon,  Antiquities  of  Home     Harper,  N.  Y,,  1854. 
Arabian  Nights,  edited  by  E.  E.  Haie     Ginn,  Boston,  18SS. 
E.  S.  Armitage,  Childhood  of  the  English  Nation.    Putnam,  N.  Y. 

1877. 

James  Baldwin,  Old  Greek  Stories.    American  Book  Co.,  N.  Y. 
James  Baldwin.  Stories  of  the  Golden  Age.    Scribner's  Sons,  N.  Y. 

18S7. 

James  Baldwin,  Story  of  Siegfried.  Scribner's  Sons.  N.Y.,1882.  $1.50. 
James  Baldwin.  Story  of  Roland.  Scribner's  Sons,  N.Y  ,  1893.  $1.50 
James  Mark  Baldwin,  Mental  Development  in  the  Child  and  the 

Race.     Macmillan,  N.  Y.,  18>)5.    $260. 
Sir  R.  s.  Ball,  Star-Land:    Talks  with   Young  People  About  the 

VVonders  of  the  Heavens     Ginn,  Boston,  1S92.    $1.0(». 
S.  Baring-Gould.  Curious  Myths  of  the  Middle  Ages.     Rivingtons, 

London.  1871 

Mary  D.  Barnes,  General  History.    Heath,  Boston.  1890.    $1.60 
J.  D.  and  E.  B.  Steele,  Barnes'  History  of   Rome.    Chautauqua 

Press,  N.  Y. 
M.  F.  Bass,  Nature  Stories  for  Young  Readers.     Heath,  Boston, 

189-2. 

W.  A.  Becker.  Gallus.    Translated  by  Frederick  Metcalf.    Apple- 
ton.  N.  Y..  Witt 
Andrew  Bell,  Feudalism,  British  and  Continental.      Longmans, 

London,  18GJ. 
B.  W.  Bellamy  and   M.  W.  Goodwin.  Open  Sesame!    Poetry  and 

Prose  for  School  Days.    Ginn.  Boston,  1890.    3  vols.,  each  $0.75 
S.  G.  W.   Benjamin,  A  Glance    at  the  Arts  of   Persia.    Century 

Magazine,  vol.  10.  page  71(j. 

S.  G.  W.  Benjamin,  Persia  and  the  Persians.    Ticknor  &  Co.,  Bos- 
ton, 18MJ. 


282  A  PPENDIX. 

S  G.  W.  Benjamin,  Story  of  Persia.  (Stories  of  the  Nations  Series  ) 
Putnam,  N.  Y..  18S8.  $1.50 

Paul  Bert,  First  Steps  in  Scientific  Knowledge.  Lippincott,  Phila- 
delphia, 1*87. 

C.-  E.  Bishop.  Pictures  from  English  History.  Phillips  &  Hunt, 
N.  Y.  ,8S:<. 

John  \i  Misbop,  History  of  American  Manufactures.  E.  Young 
&  Co..  Philadelphia,  I8(>4. 

Albert  K  lilaisdell,  Our  Bodies  and  How  We  Live.  Ginn,  Boston, 
1893.  $0.65. 

A.  Biumner,  Home  Life  of  the  Ancient  Greeks.  Translated  by 
Alice  Zimmern.  Casseil.  N  Y..  189.].  $2.00. 

Sarah  K.  Bolton,  Famous  Voyagers  and  Explorers.  Cro\\ell,  N. 
Y.,  1893. 

J.  Bonner,  Child's  History  of  Greece.     Harper,  N.  Y.,  1857. 

E.  S   rt  rooks,  Chivalric  Days.     Put  num.  N    Y.,  1887. 

Brooks.  The  Story  of  The  American  Indian.     Koston,  1887. 

James  Bryce,  Holy  Roman  Empire.  8th  edition.  Macmillan,  N. 
Y.,  18-J. 

Henry  T.  Buckle,  History  Of  Civilization  in  England.  2  vols.  Ap- 
pleton,  N  Y.,  1805. 

Arabella  B.  Buckley,  Fairyland  of  Science.  Lippincott,  Philadel- 
phia, 1888.  ^ppleton,  N.Y.  $1.50. 

Arabella  B.  Buckley,  A  Short  History  of  Natural  Science.  Apple- 
ton,  N  Y.,  187B.  $2.00. 

Thomas  Bulnnch,  Age  of  Fable.  S.  W.  Tilton  &  Co  ,  1831,  Boston. 
$3.00 

Thomas  Bulfinch,  Age  of  Chivalry,  or  Legends  of  King  Arthur. 
S.  W.  Tilton  &  Co.,  Boston,  1888.  $3.00. 

Thomas  Bulfinch,  Charlemagne,  Legends  of.  J.  E  Tilton  &  Co., 
Boston,  1X(>4. 

J.  L.  Bnnce,  Fairy  Tales,  Their  Origin  and  Meaning.  Macmillan, 
London,  1878.  $0.75. 

Jacob  Burckhardt,  Civilization  of  the  Renaissance.  2  vols.  Trans- 
lated by  S.  G.  C.  Middlemore.  Kegan  Paul  &  Co.,  London, 
1878. 

Robert  Burn,  Ancient  Rome  and  its  Neighborhood.  Macmillan, 
N.Y.,  1895.  $2.25. 

Roben  Burn,  Old  Rome,  (A  Hand-Book  to  the  Ruins  of  the  Cily). 
Bell  &  Sons,  London,  830. 

Robert  Bum,  Roman  Literature  in  Relation  to  Roman  Art.  Mac- 
millan. N.Y  ,  1888. 

Mrs.  F.  H  Burnett,  Little  Lord  Fauntleroy.  Scribner's  Sons,  N. 
Y.,  1890. 

Mary  E.  Bitrt,  Literary  Landmarks.  Houghton,  Mifflin  &  Co., 
Boston  and  N.  Y.  $0  70. 

Hezekiah  Butterworth,  Zig  Zag  Journeys  in  Classic  Lands.  Estes 
and  Lauriat,  Boston,  1881. 

Hezekiah  Butterworth,  Zig  Zag  Journeys  in  India.  Estes  and 
Lauriat,  Boston,  1887. 

Hezekiah  Butterworth,  Zig  Zag  Journeys  in  the  Levant.  Estes 
and  Lauriat,  Boston,  188). 

Hezekiah  Butterworth,  Zig  Zag  Journeys  from  the  Nile  to  the 
Holy  Land.  Estes  and  Lauriat,  Boston. 

Hezekiah  Butterworth,  Zig  Zag  Journeys  in  Northern  Lands. 
Estes  and  Lauriat,  Boston,  1884. 

Hezekiah  Butterworth,  Zig  Zag  Journeys  in  the  Sunny  South. 
Estes  and  Lauriat,  Boston. 

Douglas  Campbell,  The  Puritan  in  Holland,  England  and  America. 

2  vols.    Harper,  N.  Y  ,  1893.    $5  00. 
Thomas  Carlyle,  Heroes  and  Hero- Worship.    Crowell,  N.Y.     $0.50 

and  $1.00. 
Alice  aud  Phoebe  Gary,  Poetical  Works.    Hard  and  Houghton,  N. 

Y.,  1876. 

A.  Chase,  and  E.  Clow,  Stories  of  Industry.  Educational  Publish- 
ing Co.  2  vols.,  $0.40  each. 


APPENDIX.  283 

Alfred  .1.  Church,  The  Burning  of  Rome  (A  Story  of  the  Days  of 
Nero)  Miicinillan,  London  and  N.Y.,  1891. 

Alfred.!  Church,  Roman  Life  in  the  Days  of  Cicero.  Scribner 
and  Wei  ford,  N  Y. 

Alfred -.1  Church,  Pictures  from  Roman  Life  and  Story.  (Begin- 
ning With  the  time  of  Augustus.)  Illustrated.  Appleton, 

Alfred  J.  Church,  The  Story  of  the  Iliad.  Macmillan,  N  Y.,  18:)i. 
IO.KO 

Alfred  J.  Church,  The  Story  of  the  Odyssey.    Macmillan,  N.Y. 

Alfred  J.  Church,  Stories  from  Livy  (with  illustrations  and  de- 
signs). Scrihner  &  Welford,  N.Y.,  18«3. 

J.  F.  Clark,  The  Ten  Great  Religions.  2  vols.  Houghton,  Miftlin 
&  Co..  Boston,  1886. 

Edward  Clodd,  The  Childhood  of  Religions.  Kegan  Paul,  Trench, 
Trttbner  &  Co.,  London,  1891.  Price,  Is  6d 

P.  C.  Coffin,  The  Boys  of  '76.     Harper,  N.Y  ,  1877. 

C.  C  Coffin,  Tne  Boys  of  '61.     Estes  &  Lauriat,  Boston,  1882. 

C.  C   Coffin,  Building  the  Nation.     Harper,  N.Y.,  I8XS. 

C.  C.  Coffin,  Old  Times  in  the  Colonies.     Harper.  N.Y  ,  1881. 

C.  C.  Coffin,  The  Story  of  Liberty.     Larper,  N.Y.,  1819. 

Wm.  W.  Conway,  Flemish  Artists.    Seeley  &  Co..  London,  1887. 

E.  H  Corbould,  et  al,  Mother  Goose's  Fairy  Tales.  George  Rout- 
ledge  &  Sons,  London  and  N.Y. 

Edward  Corroyer,  Gothic  Architecture;  edited  by  Walter  Arm- 
strong. Seeley  &Co.,  London,  189-5. 

Edward  Corroyer,  Handbook  of  the  Gothic  Cathedrals 

G.  W.  Cox,  The  Crusades.  (Epochs  of  History.)  Scnbner,  Arm- 
strong <fe  Co.,  N.Y..  1^74. 

G.  W.  Cox,  Mythology  of  the  Aryan  Nations.  Scrihner  &  Welford, 
N.Y.  1882  $loO. 

W.  O.  Crosby.  Some  rommon  Minerals.    Heath.   Boston,  18!)n. 

Win.  E.Curtis  The  United  Staves  and  Foreign  Powers.  Flood  & 
Vincent.  Meadville.  Pa.,  1S92. 

E.  S.  Dana.  Minerals  and  How  to  Study  Them.  Chapman  «fe  Hall, 
N.Y..  I8UU.  Cloth  $1  o;». 

Daniel  Defoe,  Robinson  Crusoe;  edited  by  \V.  II.  Lambert.  Ginn, 
Boston. 

John  IVnnle.  Rome  of  Today  and  Yesterday.  Estes  &  Lauriat. 
Boston,  1894  $2.50. 

Theo.  DeVinne,  The  Invention  of  Printing.  F.  Hart  &  Co.,  N.Y., 
1876. 

G.  T.  Dippold.  The  Ring  of  the  Nibelung.    Holt,  N  Y.,  188». 

Mary  Mapes  Dodge,  Hans  Brinker.     Scribner  N.Y.    fl.o<». 

N.  S.  Dodge,  Stories  of  American  History.  Lee  &  Shcpard,  Boston, 
18'4 

R.  K  Douglas,  China.  Society  for  promoting  Christian  knowledge 
London.  1882. 

Henry  Drummoiid,  The  Ascent  of  Man.  Pott  &  Co.,  N.Y.,  189J. 
|2.00. 

Paul  B.  Du  Chaillu,  Exp  orations  In  Equatorial  Africa.  Harper, 
N.Y.,  1861. 

Paul  B.  Du  Chaillu,  The  Viking  Age.  Scribner's  Sons,  N.Y.,  1HM) 
11.60. 

Lai  kin  Dnnton,  editor,  The  World  and  its  People  (Vols.  5-9  of 
The  Young  Folks'  Library.)  Silver,  Burdett  &  Co.,  N  Y..  I8!M. 

N.  M.  Eberhardt,  Elements  of  Entomology.  A.  Flauag.in,  Chicago, 
1891. 

Amelia  B.  Edwards  One  Thousand  Miles  Up  the  Nile.  Longmans, 
London,  1877. 

Amelia  B.  Edwards.  Pharaohs,  Fellahs,  and  Explorers.  Harper  & 
Bros.,  N.Y.,  1891. 

Edward  Eggleston.  History  of  the  U.S.  and  its  People.  American 
Book  Co.,  N.Y. 

G.  C.  Eggleston.  Strange  Stories  from  History.     Harper,  N  Y.,  1886. 

E.  Emerson,  Indian  Myths.    Boston,  1889. 


284  APPENDIX. 

The  Faiths  of  the  World.    Chas.  Seribn  Vs  Sons,  N.Y.,  1SS2. 
Jacob  Von  Falke,  Greece  and  Rome     Translated  by  Win.  [land 

Browne.    Holt.  JN.Y.,  IHSO. 
Silas  Farmer,  History  of  Detroit  and  Michigan.     S.  Farmer  &  Co., 

Detroit,  1884. 
Canon   Farrar,  Cathedrals  of  England.    Thos.   WhittaUer,  N.  Y., 

1894.    $1.50. 

M.  Farrington,  Stories  of  King  Arthur.    Putnam,  N.Y.,  1888. 
Cornelius  C.   Fellow,   Lecture*  on   Ancient  and   Modern  Greece. 

2  vols.    Ticknor&  Fields,  Bo  ton.  I8'V7. 
James   Fergusson.   The  History  of  Architecture.     2   vols.    Dodd, 

Mead  &  Co  ,  N.Y.    $7.50. 
Eugene  Field,  A  Little  Book  of  Profitable  Tales.    Scribner  Sons, 

N.Y.,  KS92.    81.25. 
Henry  T.  Finck,  Lotos  Time  in  Japan.    Scribner's  Sons,  NY..  1F95. 

$1.75. 
John  Fiske,  The  Beginnings  of  New  England.    Houghton,  Mifflin 

&  Co.,  Boston.  189-1.    $1.7*. 

John  Fiske,   Darwinism.     Houghton.  Mifflin  it  Co.,  Boston.    $-200. 
John  Fiske,  Discovery  of  America.    2  vols.     Houghton,  Mifflin  & 

Co.,  Boston,  1*93.    $4.00. 
John  Fiske,   Discovery  and  Conquest.    2  vols.    Houghton,  Mifflin 

&  Co.,  Boston,  1892.    $4  00. 
John  Fiske,  Excursions  of  an  Evolutionist.      Houghton,  Mifflin  & 

Co.,  Boston.  1893.    $1  60 
John  Fiske,  History  of  the  United  States.  Houghton,  Mifflin  &  Co. 

Boston,  lfc'95.    $1.00. 
S.  Russell  Forbes,  Rambles  in  Rome.    Thos.  Nelson  <fe  Sons,  N.  Y., 

J892. 

Ernest  Foster,  Life  of  Lincoln.    Cassell,  London,  1887. 
R.  E.  Francillon,  Gods  and  Heroes.    Ginn,  Boston,  1893. 
Benjamin  Franklin,    Autobiography.      Lippincott,  Philadelphia, 

1868 
Edward  A.  Freeman,  Norman  Conquest  of  England     G  vols.  Mac- 

inillan,  N.Y..  1*73. 

H.  W.  French,  Our  Boys  in  Chin:t.    Lee  &  Shepard,  Boston,  1883. 
John  Froissart,  Chronicles  of  England.  France,  Spain,  etc.    2  vols 

W.  Smith,  London,  18">9. 

\V.  H.  Frost,  The  Wagm-r  Story  Book.    Scribner's  Sons.  N.Y  ,  1X91. 
Alex.  E.  Frye,  The  Child  and  Nature,  or  Geography  leaching  with 

Sand   Modelling.     Am.  Ped.  Series,  vol.  I.     Bay  State  Pub. 

Co.,  Hyde  Park,  Mass..  18Stj.    $1.00  to  teachers. 
Alex.  E.  Frye,  Geography.    Brooks  and  Brook  Basins.     Bay  State 

Pub.  Co.,  Hyde  Park,  Muss..  1891. 

W.  Furneaux,  The  Outdoor  World.    Longmans.  NY.,  1893. 
1*.   Gardiner  and   F.   B.  Jevons.   Manual    of   Greek    Antiquities. 

Scribner's  Sens,  N.Y  ,  1*95     t-4.00. 

S.  R.  Gardiner.  Short  History  of  England.  Longmans,  London.  189) 
C.  M.  Gay  ley,  editor.    Classic  Myths  in  English  Literature.    Ginn, 

Boston.  1893     ftl.5u. 

Archibald  Geikie,  Geological  Primer.    Applelon,  N.  Y.,  1874. 
Archibald  Geikie,  Physical  Geography.     Macmillan,  London,  1881. 

$1  10 
Edward  Gibbon,  Decline  and  Fall  of  the  Roman  Empire.    Collins 

&  Han  nay,  1826. 
Wm.   Hamilton    Gibson,  Sharp    Eyes.      A    Rambler's    Calendar. 

Harper,  N.  Y.,  1893. 
Arthur   Gilman,  Story  of   Rom?.    (Story  of  the  Nations  Series. 

Putnam,  N    Y.,  1885. 

Goodrich,  Manners  and  Customs  of  the  Indians.    Old  South  Leaf- 
lets. 
W.  H.  Goodyear,  Renaissance  and  Modern  Art.    Flood  &  Vincent, 

Meadville,  Pa.,  1894. 

P.  Gouin,  Art  of  Teaching  and  Studying  Languages.    Scribner,  N.Y. 
Henry  W.  Grady,  The  New  South.    Robert  Bonner's   Sons,  New 

York,  1890. 


APPENDIX.  285 

George  %.  Gray,  The  Children's  Crusade.    Hard  &  Houghton,  New 

York,  1S71. 
Samuel   <J.   (ireen,   Pen   and   Pencil    Pictures   from   Bible   Lands. 

Religious  Tract  Society,  London,  1879. 
John    It.  Green.   History  of  the   English  People.     Harper,  N.  V., 

1878-80. 
II.  A.  Guerber,  Myths  of  Greece  and  Rome.    American  Book  Co., 

New  York,  1898.    $1.50 
Francois  P.  G.  Guizot,  History  of  Civilization.    Appleton,  N.  Y., 

1845. 
Francis  B.  Gummere,  Germanic  Origins.    Scribner's  Sons,  N.  Y., 

1893. 
W.  D.  Gunning,  Life  History  of  our  Planet.    R.  Worthinton,  N.  Y., 

1^79. 

A.  H.  Gnyot,  The  Earth  and  Man,  (Physical  Geography).    Trans- 
lation by  C.  C.  Felton.    Gould  &  Lincoln,  Boston,  1853.    $1.75. 
Mary  Hall,  Our  World  Reader.  No.  I.    Ginn,  Boston,  1892. 
Henry  Hallam,  Middle  Ages.    Harper,  N.  Y..  1872. 
Mrs.  ilamlin.  Legends  of  Detroit.    Nourse,  Detroit,  1884. 
Sara  A.  Hamlin,  Pictures  from    Engish   Literature.    Educational 

Publishing  Co.,  Boston. 

C.  H.  Hanson,  Homer's  Stories  Simply  Told.    Nelson  &  Sons,  Lon- 
don, 1882. 
Joel  Chandler  Harris,  Uncle  Remus;  His  Songs  and  His  Sayings. 

Appleton&Co.,N.  Y.,  1880. 
Joel  Chandler  Harris,  Nights   with    Unc'.e    Remus.     Houghton, 

Mifflin  &  Co.,  Boston,  1883. 
Frederic  Harrison,  Editor;  New  Calendar  of  Great  Men.    Macmil- 

lan.  N.  Y.,  1892. 
Frederic  Harrison,  The  Meaning  of  History.    Macmillan,  N.  Y., 

1895.    «2.25. 
J.  A.  Harrison,  The  Story  of  Greece     (Story  of  the  Nations  Series.) 

Putnam,  N.  Y.,  188.5     $1.50 
G.   Hartwig,   Polar  and  Tropical   Worlds.    C.   A.   Nichols  &  Co., 

Springfield,  Mass.    Hugh  Heron,  Chicago,  1878 
Hugh  R.  Haweis,  My  Musical  Memories.    Funk  and  Wagnalls,  N. 

Y  ,  188-1. 

G.  W.  F.  Hegel,  Lectures  on   the   Philosophy  of  History.    Trans- 
lated from  the  third   German  edition  by  J.  Sibree.    Bell  & 

Sons.  London,  1881.    $1.25. 

G.  A.  Henty,  The  Lion  of  St.  Mark's.    Scribner's  Sons,  N.  Y. 
G.  A.  Henty,  Wulf,  the  Saxon.    Scribner's  Sons,  N.  Y.,  1894. 
W.  D.  Howells,  A  Boy's  Town.    Harper,  N  Y.    $l.'25. 
Homer's  Iliad     Translated  by  W.  C.  Bryant.    Houghton,  Osgood 

&  Co.,  Boston,  1879.    $3  50. 
Homer's  Odyssey     Translated  by  W.  C.  Bryant.   Houghton,  Osgood 

&  Co.,  Boston,  1879.    $3.50. 
Thos.  Hughes,  Tom  Brown  at  Rugby.    Edited  by  C.  \V.  Robinson. 

Ginn,  Boston,  1889. 

Victor  Hugo,  Tales  of  His  Grand  Children.    By  Brander  Matthews. 
Estelle   M.  Kuril,  Child-Life  in  Art.    Illustrated.    J.  Knight  Co., 

Boston,  1895. 
Washington   Irving,  Columbus.     3  vols.,  Knickerbocker  edition. 

Putnam,  N.  Y.,  1867-69.    $.75  and  $1.00  per  vol. 
Washington  Irving,  Sketch  Book.     Putnam.  N.  Y.,  1856. 
Washington  Irving,  Life  of  George  Washington.    Putnam,  N.  Y.. 

1856. 

W.  Irving,  Washington  and  His  Country.    Ginn,  Boston.  1888. 
W.  S.  Jackman,  Nature  Studies  for  the  Common  Schools.    Holt, 

N.  Y  ,  1891.    $1.25. 
W.  S.  Jackman,  Number  Work  in  Nature-Study.    Published  by 

the  author,  1893,  from  Cook  Co.  Normal  School,  Chicago.  111. 
Wm  James,  Principles  of  Psychology.  Advanced  Course.    2  vols. 

Henry  Holt  &  Co  ,  N.  Y.,  1890.    $4  80. 

Owen  Jones,  The  Grammar  of  Ornament.    Bernard  Quaritch,  Lon- 
don, isi;s. 


286  APPENDIX. 

David  S.Jordan,  Science  Sketches.    McClurg,  Chicago,  1888. 

Gustave  Karpeles,  Allegemeine  Geschichte  der  LitLeratur. 

F.  H.  King,  The  Soil,  Its    Nature,  Relations,  and    Fundamental 

Principles  of  Management.    Macrnillan,  N.  Y.,  1895. 
Charles  Kingsley,  Greek  Heroes.    Edited  by  John  Tetlow.    Ginn, 

Boston,  1885. 

Charles  Kingsley,  Roman  and  Teuton.    Macmillan,  London.  1864. 
T.  W.  Knox,  Boy  Travelers  in  the   Far  East.    (Japan  and  China.) 

Harper,  N   Y  .  18 JO. 
T.  W   Knox,  The  Boy  Travelers  in  the  Far  East.    (Si am  and  Java.) 

Harper,  N.  Y.,  1880. 
A.  Kretschmer  and  Rohrbach,  Costumes  of  All  Nations.    Sotheran 

&  Co  ,  London,  1882. 
Jean  P.  Lacroix.  Manners,  Customs,  and  Dress  of  the  Middle  Ages. 

Bickers  &  Son,  London. 
Mrs.  C.  H.  B.  Laing,  Heroes  of  the  Seven  Hills.    Porter  &  Coates, 

Philadelphia,  1873.    §050. 
Charles  and  Mary  Lamb,  Tales  from  Shakespeare.    Ginn,  Boston, 

1885.     $0.40  and  $0.50. 

Rodolfo  Lanciani,  Ancient  Rome  in  the  Light  of  Recent  Discover- 
ies.   Houghton,  Mifflm  &  Co..  Boston,  1888. 
Rodolfo  Lanciani,  Pagan  and  Christian  Rome.    Houghton,  Mifflin 

&  Co.,  Boston,  1893. 

Andrew  Lang,  The  Blue  Fairy  Book.    Longmans,  London.    $2.00. 
Andrew  Lang,  Custom  and  Myth.    Harper,  N,  Y.,  1885. 
Andrew  Lang,  The  Green  Fairy  Book-    Longmans,  London.    $2.00. 
Andrew  Lang.  The  Red  Fairy  Book.    Longmans,  London.    $2.00. 
Sidney  Lanier,  The  Boy's  Froissart.     Scribner's  Sons,  N.  Y.,  1884. 

$2  90. 
Sidney  Lanier,  The   Boy's  King  Arthur.    Scribner's  Sons,  N.  Y., 

1889.    #2.00. 
Sidney  Lanier,  The   Boy's  Percy.     Scribner's  Sons,  N.  Y.,  1882. 

-|2  00. 

Henry  G.  Liddell,  History  of  Rome.    Harper,  N.  Y  ,  1868. 
The  Last  Journal  of  David  Livingstone.    Harper,  N.  Y.,  1875. 
Sir  John   Lubbock,  The    Beauties  of  Nature.    Macmillan,  N.  Y., 

1892.    $1.25. 

H.  W.  Longfellow,  Hiawatha     Illustrated  by  Remington.     Hough- 
ton,  Mifflin  &  Co.,  Boston,  1891. 

William  Liibke,  Ecclesiastical  Architecture  in  Germany.    Trans- 
lated by  L-  A.  Wheatley.    S.  C   Jack,  Edinburgh,  1877. 
William   Liibke,  The    History  of  Art.    2  vols.     Edited  by  C.  Cook. 

Dodd,  Mead  &  Co.,  N  Y.,  1881.    Students  edition,  $7.50. 
Maoaulay,  Lays  of  Ancient  Rome.    Harper,  N.  Y.,  1888. 
A.  McMurry,  Pioneer  History  of  America.    Jones  &  Kroeger,  Win- 

ona,  Minn.,  1891. 

J.  P.  Mahaffy,  Old  Greek  Life.     Appleton,  N.  Y. 
J.  P.  Mahaffy,  Social  Life  in  Greece.    Macmillan,  London,  1879. 
Samuel   Manning,  Land  of  Pharaohs.      Religious  Tract  Society, 

London,  1887. 
Harriet  Martineau,  The  Peasant  and  the  Prince.    Ginn,  Boston, 

1889. 
Otis  T.  Mason,  The  Origins  of  Invention.    Scribner's  Sons,  N.  Y., 

1895.     $1.25. 
Otis  T.  Mason,  Woman's  Share   in   Primitive  Culture.    Appleton, 

N.  Y.,1894.    $1.40 
J.  H.  Middleton,The  Remains  of  Ancient  Rome.    2  vols.    A.  &  C. 

Black,  London,  1892. 

O..T.  Miller,  Little  People  of  Asia.    Dutton  &  Co.,  N.  Y  ,  1883 
Henry  H   Milman,  Latin  Christianity.    8  vols.    Sheldon  &  Co.,  N. 

Y  ,  1860-61. 

Theodor  Mommsen,  Rome     2  vols.    Scribner's  Sons,  N.  Y.,  1887. 
D.   H.  Montgomery,  The   Beginner's  American  History.      Ginn, 

Boston,  1892. 

D.  H.  Montgomery,  Benjamin  Franklin.    Ginn,  Boston,  1891. 
D.  H.  Montgomeryi  Editor:  Heroic  Ballads.    Ginn,  Boston,  1890. 


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1).  H.  Montgomery,  Leading  Facts  of  English  History.  Ginn,  Bos- 
ton, 1891. 

Margaret  Warner  Morley,  A  Song  of  Life.  McClurg  &  Co.,  Chi- 
cago, 1895.  $1.00 

Margaret  Warner  Morley,  Life  and  Love.  McClurg  &  Co.,  Chicago, 
1895.  $l.0(). 

William  Morris  Sigurd  the  Volsung.  Roberts  Brothers,  Boston, 
1877.  #2  50. 

John  L.  Motley,  Rise  of  the  Dutch  Republic.  3  vols.  Harper,  N. 
Y.,  1804. 

John  L  Motley,  United  Netherlands.  A  vols.  Harper,  N.  Y.,  1864- 
68. 

Jane  H,  Newell,  Outlines  of  Lessons  in  Botany.  Parts  I  and  II. 
Ginn,  Boston,  1892. 

Jane  H.  Newell,  A.  Reader  in  Botany.  Ginn,  Boston,  1889.  In  two 
parts,  each  $0.60 

C.  E  Norton  and  K.  Stephens,  The  Heart  of  Oak  Books.  Heath, 
Boston,  1894.  Vols.  I.  II,  III. 

Our  Children's  Songs,    Harper,  N.  Y.,  1878. 

Ovid's  Metamorphoses.  Translated  by  H.T.  Riley.  Bohn,  London, 
1858 

A.  S.  Packard,  Jr.,  Zoology.    Holt,  N.  Y.,  1883.    Briefer  Course, 

J.  H.  Parker,  Archaeology  of  Rome,  12  vols.  J.  Murry,  London, 
1874-83. 

E.  C.  Pearson,  Gutenberg  and  the  Art  of  Printing.  Lothrop,  Bos- 
ton, 1879. 

G.  Perrot  and  C.  Chipiez,  The  Art  of  Persia.  A.  C.  Armstrong  & 
Son,  N.  Y.,  1892.  $14.50. 

Pliny's  Letters,  Church  .md  Brodribb.  (Ancient  Classics  for  Eng- 
lish Readers.)  Llppincott,  Philadelphia,  1872.  $l.0<». 

Plutarch's  Lives.    Edited  by  Edwin  Ginn.    Ginn,  Boston,  1886. 

Miss  L.  E.  Poor,  Sanscrit,  and  its  Kindred  Literatu.es.  Roberts 
Bros  ,  Boston,  1880.  $2.00. 

E.  B.  Poulton,  The  Colors  of  Animals,  Their  Meaning  and  Uses. 
Appleton,  N.  Y.  K.  Paul  &  Co.,  London,  Ih90.  $1.75. 

Mara  L.  Pratt,  The  Fairyland  of  Flowers.  Educational  Publishing 
Co.,  Boston,  1890. 

Mara  L  Pratt,  Little  Flower  Folks.  Educational  Publishing  Co., 
Boston,  1890. 

Mara  L.  Pratt,  Storyland  of  Stars.  Educational  Publisning  Co., 
Boston. 

Wm.  H.  Prescott,  Conquest  of  Mexico.  Phillips,  Sampson  &  Co., 
•  Boston,  1885. 

W.  H.  Prescott,  Ferdinand  and  Isabella.  Lippincott,  Philadelphia, 
1869.  3  vols.  $100. 

H.  W.  Preston  and  L.  Dodge,  Private  Life  of  the  Romans.  Leach, 
Shewell  &  Sanborn,  Boston,  1894.  $1.00. 

Howard  Pyle,  Men  of  Iron.    Harper,  N.  Y.,  1892. 

M.  A.  Racinet.  Le  Costume  Historique.    Didot,  Paris,  1888. 

Z.  A.  Ragozin.  The  story  of  Media.  Babylon,  and  Persia.  (Story  of 
the  Nations  Series  )  Putnam,  N.  Y.  $1.50. 

Geo.  Rawlinson,  The  Five  Great  Monarchies  of  the  Ancient  East- 
ern World.  3  vols.  Scribner,  Welford  &  Co.,  N.  Y.  2nd  Edi- 
tion, 1871. 

Geo.  Rawlinson,  Five  Ancient  Monarchies.  5  vols.  Dodd,  Mead 
&Co,JN.Y.  $6.25. 

Franz  von  Reber,  History  of  Ancient  Art.  Translated  by  J.  T. 
Clarke.  Harper,  N.  Y.,  1882. 

Emily  J.  Rice,  Course  of  Study  in  History  and  Lite.ature.  A. 
Flanagan.  Chicago. 

James  W.  Riley.  Rhymes  of  Childhood.  Bowen-Merill  Co.,  Indian- 
apolis. $L  25. 

J.  E.  T.  Rogers,  Story  of  the  Netherlands.  (Story  of  the  Nations 
Series.)  Putnam,  N.  Y.,  1889. 

John  Ruskin,  Ethics  of  the  Dust.    J.  Wiley  &  Son,  N.Y.,  1866. 


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John  Rusk  In,  Seven  Lumps  of  Architecture.    J.Wiley  &  Sou   N. 

Y..  188U. 

John  Ruskin,  King  of  the  Golden  River.  Ginn.  Boston.  18-(i. 
John  Ruskin,  Stories  of  Venice  3  vols.  J.  Wiley  &  Son,  N.  Y  , 

18.it>. 
Viktor  Hydberg,  Roman  Days  (The  Roman  Emperors  in  Marble  ) 

Putnam,  JS.Y.,  1ST!). 

The  St   Nicholas  Song  Book.    Century  Co  ,  N.  Y. 
Schoolcraft,  Myth  ol  Hiawatha.    Lippincott,  Philadelphia,  185H. 
Otto  Schrader,  Antiquities  of  the  Prehistoric  Aryans.     Translated 

by  F.  H.  Jevons.    Scribner's  Sons,  N.Y.,    ^0.7o. 
Schwatka,  Children  of  the  Cold 
Sir  Walter  Scott,  I  van  hoe.    Ginn.  Boston,  18S6. 
Sir  Walter  Scott,  Tales  of  Chivalry.    Harper,  N.Y  ,  1887. 
Sir  Walter  Scott,  Tales  of  a  Grandfather.    Ginn,  Boston.  1885. 
N.  S.  Shaler,  Aspects  of  the  Earth.    Scribner's  Sons,  N  Y..  1S89. 
N.  S.  Shaler,  The  Story  of  the  Continent.    Ginn,  Boston,  J892     tf.75. 
E.  S.  Shnmway,  A  Day  in  Ancient  Rome.     Chautauqua  Press,  N. 

Y.,  188.\ 
Samuel  Smiles,  Men  of  Invention  and  Industry.    Harper,  N.Y., 

1885.    *l.UO 
Phillip  Smith,  The  Ancient  History  of  the  East.     Harper,  N.Y., 

1872.     $2.00. 
William  Smith,  Dictionary  of  Greek  and  Roman  Antiquities.    2 

vols.    Clarendon  Press,  Oxford,  1875 
William  Smith.  History  of  Greece.    Hickling,  Swan  and   Brewer, 

Boston,  1857. 
Henry  M.  Stanley,  Through  the  Dark  Continent.    2  vols.    Harper, 

N.Y.,  1878. 
R.L.Stevenson,  A  Child's  Garden  of  Verse.     Scribner's  Sons,  N. 

Y.,  1895      $1.50  and  $1.00. 

William  Stubbs,  Constitutional  History  of  England.  3  vols.    Clar- 
endon Press,  Oxford,  1875. 
Swiss  Family  Robinson,  edited  by  J.  H.  Stickney.    Ginn,  Boston, 

1895. 
J.  A.  Symonds,  Renaissance  in  Italy.    Parts  1,  2,  3,  4.  5.    Holt  &  Co., 

N.Y.,  1885.    Slum 
(A  Short  History  of  the  Renaissance,  condensed  by  A.  Pearson. 

Scribner's  Sons,  N.  Y.,  1898  ) 

Works  of  Tacitus.  (Germ  mia  )  2  vols.  Bonn,  London,  J«ftt. 
Bayard  Taylor,  boys  of  Other  Countries.  Putnam.  N.Y..  18^8. 
Isaac  Taylor,  Origin  of  the  Aryans.  Scribner's  Sons,  N.  Y  ,  1S90, 

$1.25. 

Maurice  Thompson,  Byways  and  Bird-Notes.    Alden,  N.Y.,  1885 
J.  Timbs,  Wonderful  Inventions.     Routledge  &  Sons   London.  is67. 
Andrew  Tooke,  Pantheon:  The  Fabulous  History  of  the  Heathen 

Gods.    Illustrated  by  G.  Fairman. 
Frederick  Tracy,  Psychology  of  Childhood.    Heath,  Boston,  1893. 

$.75. 
Vrigil's  Aeneid,  translated  by  John  Conington.    W.  J.  Widdleton, 

i>.Y.,1867. 
E.  E    Viol  let  Lp-Duc,   The   Habitations  of  Man.     Translated  by 

Benjamin  Bucknall,  Boslon,  187<>. 
George  Washington,  Journal.    Sabin's  Reprints,  1st  series,  No.l,  N. 

Y.,  18Gx 

Alfred  H.  Welsh.  Development  of  English  Literature  and  Lan- 
guage.    Chicago   1882. 
Hodder    vv  estropp.  Early  and   Imperial  Rome     (Lectures  on  the 

Archaeology  of  Rome.)    stock,  London,  1884. 
J    G.   Whittier.  Child  Life  in   Poetry.     Houghton,  Mifflin  &  Co., 

Boston,  1871. 

J.  G,  Whittier,  Child  Life  in  Prose.    Houghton,  Mifflin  {.  Co.,  Bos- 
ton. 1878.    tf2.()i>. 

H.  Wiethase,  Der  Dom  Zu  Koln.  Frankfort  on  the  Main  1889. 
W.  C.  Wilkinson,  College  Greek  Course  in  English.  Phillips  & 

Hunt,  N.Y.,  1884. 


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\V.  C.  Wilkinson,  College  Latin  Course  in  English.     Chautauqua 

Press,  N.Y.,  1885.    $1.00. 
W.  C.   Wilkinson,  Preparatory  Greek  Course  in  English.    (After 

School  Series.)    Phillips  &  Hunt.  N.Y.    $1.00. 
W.C.Wilkinson.  Preparatory  Latin  Course  in  English.    Phillips 

&  Hunt,  N.Y.,  1&8X 

Sara  E.  Wiltze,  Stories  for  Kindergartens.    Ginn,  Boston,  1885. 
Alex.  Winchell.  Walks  and  Talks  in  the  Geological  Field.    Chau- 
tauqua Press,  N.Y.,  1886. 
Justin  Winsor,  Columbus.     Houghton,  Miffiin  &  Co.,  Boston,  1891. 

$4.00. 

Jan  deWitt,  et  al.  The  Interest  of  Holland.    London.  1702. 
Carroll  D.  Wright,  The  Industrial  Evolution  of  the  United  States. 

The  Chautauqua-Century  Press,  Meadville.  Pa.. and  N.Y. ,189:4. 
H.  C.  Wright,  Children's  Stories  in  American  History.    Scribner's 

Sons,  N.Y. ,  1892.    8125. 
H.  C.  Wright,  Children's  Stories  in  English  Literature.    Scribner's 

Sons.  N.Y..  1889.    $1.25. 
Julia  McNair  Wright,  Nature-Readers.  Nos.  1,  2.  3  and  4.    Heath, 

Boston.    No.  I,  $.30;  II.  $  40;  III,  $.55. 
C.  M.  Yonge,  Stories  of  Greek  History  for  the  Little  Ones.     Ward, 

1876. 


INDEX. 


PAGE. 

Agoonack,  Study  of 50-51 

Art,  Study  of  Masterpieces  of 270 

Artistic  Environment,  Influence  of 33-34 

Body,  Dignity  of  the 121 

Cathedrals,  Study  of 2^6  207 

Cleon,  The  Greek  Boy 120-148 

Columbus 209-222 

Color,  Study  of 81 

Conscience,  Education  of  the 228 

Co-operation 77-78 

Culture- Epoch  Theory 2,4,7-8 

Darius,  The  Persian  Boy 10e-tt9 

Detroit  Normal  Train! ng  School 1- 12 

Dewey,  J 26 

Education,  Nature  of 11 

Ethical  Results  of  the  Organic  System 35-3fi 

Formal  Steps 13-17 

Freedom,  Political,  Development  of 248 

Gilbert,  The  French  Boy 193-209 

Gouin 18  note 

Herbart 13  note 

Hiawatha 51-77 

Horatius,  The  Roman  Boy ,.  148  173 

Individualism,  Social 27-28 

Interests  of  Children 11-12 

Kablu.The  Aryan  Boy 77-100 

Kelsey,  F.  W.,  on  Secondary  Teachers 37  note 

Language  Work,  Use  of  Sequence  in 21-23 

Literature,  Teaching  of 34 

Love-Stories,  Use  of 277 

Manners,  Party 143 

Nation,  Development  of  the 234-27H 

Organic  System,  The 26-37 

Organization  as  a  Formal  Step 14-17 

Organization  of  Interests 13 

Parker,  F.  W i6 

Periods,  Typical,  of  Civilization 1-2,4-2-13 


INDEX.  291 

Printing,  Invention  of 14 

Puritans,  The 227-234 

Raleigh 222-223 

Reading,  Use  of  Sequence  in 23-24 

Rein  on  the  Culture  Epoch  Theory 4 

School,  Study  of  the •_ 113 

Sequence-method 17-25 

Sex-Instincts,  Development  of 276-277 

Sociology,  Teaching  of 34-35 

41  Story,"  Meaning  of  the  Term 17,18,44 

Teachers,  Primary,  Qualifications  of 36-37 

Tennyson's  Grasshopper,  Adaptation  of 133 

United  States  History,  Study  of. ' .         273 

Weather  Report,  Daily 68 

Wulf,  The  Saxon  Boy 174-193 

filler  on  Culture  Epoch  Theory _ ._         4,7 


ERRATA. 

P.  32,  line  12,  for  not  a  prior  read  no  apriori;  p.  67,  lines  31,  32,  p. 
68,  line  9  (and  elsewhere),  for  Wiltsie  read  Wiltze;  p.  75,  line  1,  for  X 
read  IX,  line  19,  for  Myths  read  Myth;  p.  76,  line  13,  for  Day  read 
Night,  line  25,  for  Grenze  read  Greuze;  p.  77,  lines  3,  6,  7,  omit  num- 
bers in  parentheses;  p.  80,  Hue  14,  for  Marottu  read  Maratta,  line  22, 
for  Boticelli  read  Botticelli;  p.  98,  omit  line  21  (see  Appendix  under 
Schrader),  line  28,  for  Shrader  read  Schrader;  p.  100,  line  3,  for 
Landello  read  Landelle;  p.  115,  line  15,  for  par  ailed  read  paralleled; 
p.  119,  line  15,  for  Furguson  read  Fergusson;  p.  125, line  26  (and  else- 
where), for  Blumner  read  Blumner;  p.  146,  line  29,  omit  of  Greece; 
p.  147,  line  28,  for  T.  D.  read  F.  D.;  p.  157,  line  21,  for  Carey  read 
Cary;  p.  175,  line  3,  for  diffcult  read  difficult;  p.  179,  for  famaliar 
read  familiar;  p.  191,  line  27,  for  CM/  read  OZo/;  p.  107,  line  4,  for  Z« 
read  le;  p.  214,  for  bounderies  read  boundaries,  line  25,  for  Burkhardt 
read  Burckhardt;  p.  228,  line  6,  for  ^4.  read  £.,line  26,  for  5.  read  C.; 
p.  255,  line  29,  for  B.  read  ^4.;  p.  256,  line  14,  for  lern  read  learn;  p. 
263,  line  35,  for  Aenead  read  Aeneid. 


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